Résumés
Résumé
La compréhension orale est l’un des fondements de la réussite éducative des jeunes enfants. Cette étude cible spécifiquement la compréhension d’inférences chez les enfants de quatre et cinq ans dans un contexte de lecture partagée. Les résultats permettent de distinguer les deux groupes d’âge. En effet, les enfants de quatre ans sont capables d’inférer l’émotion d’un personnage, mais ils sont moins habiles que ceux de cinq ans à prédire la prochaine étape du récit et à établir les liens menant à l’information nécessaire à la compréhension. Ces résultats invitent à cibler ces habiletés de façon explicite pour optimiser la préparation à l’école.
Mots-clés :
- préscolaire,
- compréhension orale,
- lecture partagée,
- inférences,
- analyse comparée
Abstract
Listening comprehension is a cornerstone of the educational success of young children. This study focuses specifically on the comprehension of inferences in children aged four and five in a context of dialogic reading. The results distinguish the two age groups. Indeed, the four year old participants are able to infer the emotion of a character but they are less skilled than the five year olds with regards to predicting the next stage of the narrative and to establishing links with information needed to understand the story. These findings suggest targeting these skills explicitly to maximize school readiness.
Keywords:
- preschool,
- oral comprehension,
- dialogic reading,
- inferences,
- comparative analysis
Resumen
La comprensión oral es uno de los fundamentos del éxito educativo de los niños pequeños. Este estudio se centra específicamente en la comprensión de inferencias en niños de cuatro y cinco años en un contexto de lectura compartida. Los resultados permiten distinguir los dos grupos de edad. Efectivamente, los niños de cuatro años logran inferir la emoción de un personaje, pero tienen menos habilidades que los de cinco años para anticipar la próxima etapa del relato y para establecer vínculos que les llevarán a la información necesaria a la comprensión. Estos resultados sugieren orientar estas habilidades de manera explícita de forma a optimizar la preparación a la escuela.
Palabras clave:
- preescolar,
- comprensión oral,
- lectura compartida,
- inferencias,
- análisis comparado
Parties annexes
Bibliographie
- Adams, C., Clarke, E. and Haynes, R. (2009). Inference and sentence comprehension in children with specific or pragmatic language impairments. International journal of language and communication disorders, 44(3), 301-318.
- Amery, H. et Cartwright, S. (2005). Les contes de la ferme : Petit cochon s’est perdu. Saint-Lambert, Québec : Les éditions Héritage, inc.
- Bianco, M. et Coda, M. (2002). La compréhension en quelques points... Dans M. Bianco, M. Coda et D. Gourgue (dir.), La compréhension. Grenoble, France : Éditions de la Cigale.
- Bishop, D. V. M. (1997). Uncommon understanding : development and disorders of language comprehension in children. Hove, United Kingdon : Psychology Press.
- Blank, M., Rose, S. A. and Berlin, L. J. (2003). Preschool Language Assessment Instrument (2e édition). Austin, Texas : Pro-Ed.
- Botting, N. and Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International journal of language and communication disorders, 40(1), 46-66.
- Bowyer-Crane, C. and Snowling, M. J. (2005). Assessing children’s inference generation : what do tests of reading comprehension measure ? British journal of educational psychology, 75, 189-201.
- Cain, K. and Oakhill, J. (2007). Children’s comprehension problems in oral and written language : a cognitive perspective. New York, New York : Guilford Press.
- Cain, K., Oakhill, J. V., Barnes, M. A. and Bryant, P. E. (2001). Comprehension skill, inference-making ability, and their relation to knowledge. Memory and cognition, 29(6), 850-859.
- Catts, H. W., Adolf, S. M., Hogan, T. P. and Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders ? Journal of speech, language and hearing research, 48(6), 1378-1396.
- DeConti, K. A. and Dickerson, D. J. (1994). Preschool children’s understanding of the situational determinants of others’ emotions. Cognition and emotion, 8, 453-472.
- Dickinson, D. K. and McCabe, A. (2001). Bringing it all together : the multiple origins, skills, and environmental supports of early literacy. Learning disabilities research and practice,16(4), 186-202.
- Dupin de Saint-André, M. (2008). Pistes pour travailler les inférences. Québec français, 150, 66-67.
- Dupin de Saint-André, M. (2011). L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences. Thèse de doctorat disponible en ligne, Université de Montréal, Montréal.
- Dunn, L. M., Thériault-Whalen, C. M. et Dunn, L. M. (1993). Échelle de vocabulaire en images Peabody. Toronto : Psychan.
- Flax, J. F., Realpe-Bonilla, T., Roesler, C., Choudhury, N. and Benasich, A. (2009). Using early standardized language measures to predict later language and early reading outcomes in children at high risk for language-learning impairments. Journal of learning disabilities, 42(1), 61-75.
- Ford, J. A. and Milosky, L. M. (2003). Inferring emotional reactions in social situations : Differences in children with language impairment. Journal of speech, language and hearing research, 46, 21-30.
- Ford, J. A. and Milosky, L. M. (2008). Inference generation during discourse and its relation to social competence : an online investigation of abilities of children with and without language impairment. Journal of speech, language and hearing research, 51(2), 367-380.
- Giasson, J. (2011). La lecture - Apprentissage et difficultés. Montréal, Québec : Gaëtan Morin éditeur.
- Giasson, J. et Boisclair, A. (1996). Faire la lecture aux enfants d’âge préscolaire. De l’importance des interactions adulte-enfant. Revue canadienne de l’étude en petite enfance, 5, 95-106.
- Gough, P. B. and Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7, 6-10.
- Gresham, F. M. and Elliott, S. N. (1990). Social skills rating system. Circle Pines, Minnesota : American Guidance Service.
- Hammett Price, L., van Kleeck, A. and Huberthy, C. J. (2009). Talk during book sharing between parents and preschool children : a comparison between storybook and expository book conditions. Reading research quarterly, 44(2), 171-194.
- Heaviside, S. and Farris, E. (1993). Public school kindergarten teachers’ views on children’s readiness for school (NCES n° 93-410). Washington, District of Columbia : U.S. Department of Education, Office of Educational Research and Improvement.
- Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A. and Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, speech, and hearing services in the schools, 40(1), 67-85.
- Kaderavek, J. N. and Justice, L. M. (2005). The effect of book genre in the repeated readings of mothers and their children with language impairments : a pilot investigation. Child language teaching and therapy, 21(1), 75-92.
- Kendeou, P., Bone-Gettler, C., White, M. J. and van den Broek, P. (2008). Children’s inference generation across different media. Journal of research in reading, 31(3), 259-272.
- Kintsch, W. and Rawson, K. A. (2005). Comprehension. In M. J. Snowling and C. Hulme (eds), The science of reading : a handbook. Oxford, United Kingdom : Wiley- Blackwell.
- Lonigan, C. J., Schatschneider, C. and Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In National Institute for Literacy (ed.), Developing early literacy. A scientific synthesis of early literacy development and implications for intervention. Washington, District of Columbia : National Institute for Literacy.
- Makdissi, H. and Boisclair, A. (2006). Interactive reading - A context for expanding the expression of casual relations in preschoolers. Written language and literacy, 9(2), 177-211.
- Makdissi, H., Boisclair, A. et Sanchez, C. (2006). Les inférences en lecture : intervenir dès le préscolaire. Québec français, 140, 64-66.
- Ministère de l’Éducation, du Loisir et du Sport du Québec (2001). Programme de formation de l’école québécoise. Éducation préscolaire - Enseignement primaire. Québec, Québec : Gouvernement du Québec.
- Ministère de la Famille et des Aînés du Québec (2007). Accueillir la petite enfance. Le programme éducatif des services de garde du Québec. Québec, Québec : Gouvernement du Québec.
- Pagani, L. S., Fitzpatrick, C., Archambault, I. and Janosz, M. (2010). School readiness and later achievement : a French Canadian replication and extension. Developmental psychology,46(5), 984-994.
- Paul, R. (2000). Putting things in context - Literal and discourse approaches to comprehension assessment. Seminars in speech and language, 21(3), 247-255.
- Pianta, R. C., Cox, M. J. and Snow, K. L. (2007). School readiness and the transition to kindergarten in the age of accountability. Baltimore, Maryland : Paul H. Brookes Publishing Compagny.
- Podhajski, B. and Nathan, J. (2005). Promoting early literacy through professional development for childcare providers. Early education and development, 16(1), 1-5.
- Rimm-Kaufman, S. E., Pianta, R. C. and Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early childhood research quarterly, 15(2), 147-166.
- Schneider, P., Hayward, D. and Dubé, R. V. (2006). Storytelling from pictures using the Edmonton Narrative Norms Instrument. Journal of speech-language pathology and audiology, 30(4), 224-238.
- Storch, S. A. and Whitehurst, G. J. (2002). Oral language and code-related precursors to reading : evidence from a longitudinal structural model. Developmental psychology, 38(6), 934-947.
- Trabasso, T. and Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse processes, 15(3), 249-275.
- van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension : the importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in the schools, 45(7), 627-643.
- van Kleeck, A., Vander Woude, J. and Hammett, L. (2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussions. American journal of speech-language pathology, 15, 85-95.
- Wenner, J. A. (2004). Preschoolers’ comprehension of goal structure in narratives. Memory, 12(2), 193-202.
- Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., Debarysche, N. D., Valdez Menchacha, M. C. and Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental psychology, 24, 552-559.
- Whitehurst, G. J. and Lonigan, C. J. (2001). Emergent literacy : development from prereaders to readers. In S. B Neuman and D. K. Dickensen (eds), Handbook of early literacy research. New York, New York : Guilford Press.