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Activités d'écriture approchée et entrée dans l'écrit au préscolaire et au début de l'école élémentaire : une étude de cas longitudinale

Abstract : The researches led in linguistics and in psycholinguistics since thirty years enabled to understand better the appropriation of written language by young children. In a complementary way, works, with didactic aims, questioned teaching practices to bring to light those who are the most favorable to the appropriation of spelling. Several studies conclude that invented spelling activities, including the resolution of orthographic problems, followed by a metagraphic interview and along with a tight feedback of the teacher, facilitate the conceptualization of written language in the first years of the learning. Our research joins in these various paradigms. To understand the essence of young writers’ written productions, our analysis looks simultaneously at the evolution of the students’ scriptural and metalinguistic skills and at the observed practices of teaching to spell implemented by their teachers. To this aim, two groups of 23 pupils, from 5 to 8 years old, were followed from the middle of the last year of kindergarten to the end of the 2nd year of primary school. The pupils were regularly submitted to tests to assess their spelling and reading skills and their metagraphic skills. We lean more particularly on the results of 15 students, from both groups, which participated in all the assessments, led at the 7 moments of the research. The analysis of two practices of teaching to spell, observed at three moments (at the beginning, middle and at the end) of the 1st year of primary school, is crossed with the longitudinal results obtained by the 15 students of our sample. The case study confirms the benefits of the regular practice of invented spellings on the development of the assessed skills. The methodological tools of analysis developed for this study (analysis grid of writer’s skills, of metagraphic verbalizations and of actions of teaching to spell) can be used in teachers' training, under some adjustments.
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2016 04 26 Thèse Mauroux Acti...
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Florence Mauroux. Activités d'écriture approchée et entrée dans l'écrit au préscolaire et au début de l'école élémentaire : une étude de cas longitudinale . Linguistique. Université Toulouse Jean Jaurès, 2016. Français. ⟨tel-01781758⟩



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