Abstracts
Résumé
Le but de cet article est de discuter des facteurs de risque associés aux difficultés que les enfants d’âge scolaire peuvent éprouver dans l’apprentissage de la lecture. D’entrée de jeu, nous posons que l’instruction publique obligatoire expose les enseignants à toute la diversité des aptitudes à cet apprentissage. On estime que l’enseignement universel, en classe ordinaire, répond aux besoins d’environ 75% des apprentis lecteurs. Mais qu’en est-il des autres? Quels sont les facteurs qui, chez eux, peuvent nuire à l’apprentissage de la lecture? Pour tenter une réponse à cette question, nous faisons d’abord le portrait des principales habiletés qui président au développement des normo-lecteurs. Puis, nous distinguons deux classes de facteurs de risque : les risques individuels et les risques environnementaux. Les risques connus et centrés sur les caractéristiques de l’individu sont associés à l’hérédité, aux déficits sensoriels, aux capacités cognitives générales et aux faiblesses dans le traitement de la langue orale ou écrite. Les facteurs connus et centrés sur le milieu d’apprentissage renvoient principalement aux activités d’enrichissement ou de formation dans le foyer familial ou à l’école. Nous discutons de leur nature et de leur impact sur l’apprentissage de la lecture.
Mots-clés :
- apprentissage de la lecture,
- facteurs de risque,
- troubles de lecture
Abstract
The goal of this article is to discuss the risk factors associated with the difficulties school-age children may experience when learning to read. To begin, we suggest that with mandatory public instruction teachers must deal with the full range of students’ aptitude for learning to read. It is estimated that universal teaching, in a regular classroom, meets the needs of approximately 75% of beginning readers. But what about the others? What are the factors that, for them, may hinder reading acquisition? To address this issue, we first discuss the key skills that govern the development of normal readers. Then, we distinguish between two classes of risk factors: individual risks and environmental risks. Known individual risks are associated with heritability, sensory deficits, general cognitive abilities and oral and written language impairments. Known environmental risks refer mainly to literacy activities or instruction in the home or at school. We discuss the nature and the impact of these risk factors on reading acquisition.
Keywords:
- reading development,
- risk factors,
- reading disabilities
Appendices
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