Abstracts
Résumé
Cette étude, menée auprès d’enfants français d’âge préscolaire, a pour objectif de comparer les performances de littératie précoce d’enfants à risque (scolarisés en réseau d’éducation prioritaire, REP, et issus pour la majorité de milieux socio-économiques défavorisés) à celles d’enfants de classes régulières (et issus pour la plupart de milieux socio-économiques moyens). Les résultats montrent que les enfants de REP ont de moins bonnes performances que les enfants de classes régulières, en conscience rimique, vocabulaire, connaissance des lettres et en décodage. Leurs faibles performances dans certaines capacités de littératie précoce auraient pour conséquence un retard dans l’acquisition du décodage.
Mots clés:
- apprentissage de la lecture,
- littératie précoce,
- réseaux d’éducation prioritaire,
- étude comparative de milieux socio-économiques différents,
- enfants à risque
Summary
The aim of this study of French kindergarten children was to compare emergent literacy performances of children at risk (schooled in REP, priority education network, and coming from low socioeconomic status families) to those of children in regular classes (coming from average socioeconomic status families). Results show that children schooled in REP have poorer performances than children in regular classes in the following areas : rhymes, vocabulary, letter knowledge and decoding. Their weak performances in emergent literacy skills would have an impact in delaying decoding acquisition.
Key words:
- reading acquisition,
- emergent literacy,
- priority education networks,
- comparative socioeconomic environments,
- children at risk
Resumen
El presente estudio, que se llevó a cabo con niños franceses de edad preescolar, tiene por objetivo comparar el desempeño de literacia precoz en niños de riesgo (escolarizados en la red de educación prioritaria, REP, y procedentes en mayoría de medios socio-económicos desfavorecidos) al desempeño de niños de clases regulares (y procedentes en mayoría de medios socioeconómicos medios). Los resultados demuestran que los niños de REP consiguen resultados más bajos que los niños de clases regulares, en concienca rímica, vocabulario, conocimiento de las letras y en decodificación. Sus bajos resultados en algunas capacidades de literacia precoz tendrían por consecuencia un retrazo en la adquisición de la decodificación.
Palabras claves:
- aprendizaje de la lectura,
- literacia precoz,
- redes de educación prioritaria,
- estudio comparativo de medios socioeconómicos diferentes,
- alumnos de riesgo
Appendices
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