Literaturnachweis - Detailanzeige
| Autor/in | Chardon, Saint-Cyr |
|---|---|
| Titel | Évaluation d'un entraînement à la lecture au cours préparatoire solicitant les modalités visuelle, auditive et haptique. Paralleltitel: Evaluation of a reading training program in first grade requiring visual, listening and haptic skills. |
| Quelle | In: Revue française de pédagogie, 2 (2005) 153, S. 93-107 |
| Beigaben | Literaturangaben |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0056-7807; 0556-7807 |
| Schlagwörter | Evaluation; Forschung; Vergleichsuntersuchung; Kognitive Kompetenz; Testanwendung; Soziale Herkunft; Vorbereitungsklasse; Lernprozess; Experiment; Leseförderung; Schriftsprache; Europa; Frankreich |
| Abstract | This study, conducted in a school context with second grade students (six-year olds) attending school in a deprived area focuses on the effects of reading training requiring "haptic" (tactile/kinaesthetic visual and listening skills. Three classes took part in the project. The first one (experimental) gets training composed of exercises to develop the students' metaphonological skills, letter discrimination and letter-sound association. Activities of writing, as well as haptic and visual exploration of letters are also set for them. The second class (placebo) gets training centred on mathematics while the third group (controlled) has no training. The students' achievements are measured before and after the training course with various test s on reading comprehension. The post-testing results show greater improvement in reading isolated words, handwriting, as well as in phonological skills in the experimental class students. However, they do not stand out from the two other classes in silent reading comprehension, and dictation. On the other hand, a postponed evaluation set two months after the end of the training showed the strong effects this training had on the reading level of the experimental class students. Finally, when eighteen months later a national evaluation was set up for children entering third grade, the experimental class students received significantly higher scores than the controlled class students in the tests consisting of text-reading comprehension and one copying test. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/5 |
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