Abstracts
Résumé
La recherche présentée vise à tester l’un des fondements du modèle d’enseignement de la lecture préconisé au Québec depuis 1979. Ce modèle suppose que les enfants apprennent à lire par la reconnaissance globale des mots. Des enfants de la région montréalaise ont été enregistrés à la fin de la première année, pendant qu’ils lisaient un texte à haute voix. Les résultats obtenus invalident le modèle québécois en montrant que tous les enfants utilisent des stratégies de décodage. Des différences majeures apparaissent entre les lecteurs forts qui ont automatisé les mécanismes de décodage de base et les lecteurs faibles qui affichent des retards importants. L’analyse confirme que tous les types de lecteurs sont influencés par les caractéristiques orthographiques des mots.
Abstract
This study examines one of the principal characteristics of the model for teaching reading in Quebec from 1979. This model assumes that children learn to read by global word recognition. An analysis was conducted of video recordings of Montreal region finishing-Grade 1 students’ oral reading of a text. The results do not support the Quebec model by showing that all students use decoding strategies. Major differences were seen however between skilled readers who used automated decoding strategies and those who were weak and who showed significant learning delays. This analysis confirms, among other findings, that the different types of readers were influenced by orthographic characteristics of words.
Resumen
La investigación presentada consiste en poner a prueba uno de los fundamentos del modelo de enseñanza de la lectura preconizado en Quebec desde 1979. Este modelo supone que los niños aprenden a leer por el reconocimiento global de las palabras. Para ello, algunos niños de la región de Montréal fueron registrados en video, a finales del primer año escolar, mientras leían un texto en voz alta. Los resultados obtenidos invalidan el modelo quebequense mostrando que todos los niños utilizan estrategias de decodificación. Las diferencias mayores aparecen, además, entre los buenos lectores que han automatizado los mecanismos de decodificación de base y los malos lectores, los cuales muestran retrasos importantes. El análisis confirma también que todos los lectores están infuenciados por las características ortográficas de las palabras.
Zusammenfassung
Die vorliegende Arbeit hat sich zum Ziel gesetzt, eine der Grundlagen des Lektüremodells zu überprüfen, das in Québec seit 1979 verwendet wird. Dieses Modell geht davon aus, dass die Lerner mit Hilfe einer globalen Erfassung der Wörter lesen lernen. Kinder aus dem Raum Montréal wurden am Ende des ersten Lernjahres beim lauten Lesen eines Textes mit der Videokamera gefilmt. Die dabei gemachten Observationen ergaben, dass das Québecker Modell nicht stimmt, da die Kinder beim Lesen Dekodierungsstrategien verwendeten. Außerdem ergaben sich entscheidende Differenzen zwischen den guten Lesern, die die grundlegenden Dekodierungsstrategien beeits automatisiert haben, und den schwachen Lesern, die hinter den anderen zurückbleiben. Die Analyse bestätigt unter anderem, dass alle Lernertypen vor allem von den orthografischen Charakteristiken der Wörter beeinflusst werden.
Appendices
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