ror.org/04sjchr03
Résumés
Résumé
Générer des inférences justes est une habileté cruciale pour la compréhension en lecture (CL). Or, les pratiques d’enseignement pour cette habileté sont peu documentées. Pour mieux comprendre les pratiques actuelles, nous avons administré un questionnaire à 15 enseignantes pour dresser un portrait préliminaire des connaissances et pratiques déclarées quant aux inférences en CL. Nos résultats illustrent que la majorité des participantes démontre un niveau adéquat de connaissances générales quant aux inférences, alors que moins de 60 % démontrent un niveau plus approfondi. La plupart des enseignantes déclarent des pratiques documentées optimales, et ce, même si la régularité et la guidance sont rapportées par moins de 50 %. Au final, les pratiques déclarées apparaissent liées aux connaissances démontrées pour 73 % des participantes.
Mots-clés :
- enseignement,
- compréhension de lecture,
- connaissances,
- pratiques enseignantes,
- inférences
Abstract
The ability to correctly generate inferences is a vital skill for reading comprehension (RC). However, the teaching practices relating to this skill have been little documented. To better understand current practices, a questionnaire was administered to 15 teachers in order to draw up a preliminary portrait of the knowledge and of teacher’s reported practices linked to inferences in RC. The results illustrate that most participants exhibit adequate general knowledge on inferences, and less than 60%, a deeper level of knowledge on this topic. Most of the teachers report optimal documented practices, even though fewer than 50% report regularity and guidance. For 73% of the participants, their reported practices appear to correspond to the knowledge they demonstrate in this area.
Keywords:
- teaching,
- reading comprehension,
- knowledge,
- teaching practices,
- inferences
Resumen
Generar inferencias precisas es una habilidad crucial para la comprensión de lectura (CL). Sin embargo, las prácticas de enseñanza sobre esta habilidad están poco documentadas. Para comprender mejor las prácticas actuales, administramos un cuestionario a 15 maestras con el fin de obtener un retrato preliminar del conocimiento y de las prácticas declaradas respecto a la enseñanza de las inferencias de CL. Nuestros resultados muestran que la mayoría de los participantes presentan un nivel de conocimientos generales adecuado sobre las inferencias, mientras que menos del 60% demuestran un nivel más profundo. La mayoría de los maestros declaran realizar prácticas adecuadas, incluso si la regularidad y la orientación de éstas son señaladas en menos del 50%. Al final, las prácticas declaradas parecen estar relacionadas con los conocimientos demostrados por el 73% de los participantes.
Palabras clave:
- enseñanza,
- comprensión lectora,
- conocimientos,
- prácticas de enseñanza,
- inferencias
Parties annexes
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