Le bon lecteur et l’utilisation de la redondance
Keywords:
compréhension en lecture, habileté en lecture, redondance, structure textuelle, analyse propositionnelle, enseignement primaire, stratégies de lectureAbstract
Deux cent quatre-vingt-huit élèves des deux dernières années du primaire ont été soumis à une épreuve de lecture qui consistait à lire des textes dans lesquels le niveau de redondance était contrôlé à partir de la description structurelle du contenu du texte. Les textes étaient choisis et analysés à partir de la taxonomie et du système d’analyse propositionnelle de Meyer. Il en est ressorti que les élèves les plus forts en lecture prennent proportionnellement moins de temps que les plus faibles à lire les textes dans lesquels la redondance a été augmentée. Mais l’analyse détaillée des résultats ne permet pas d’affirmer que l’utilisation de la redondance distingue les lecteurs forts indépendamment du type de texte utilisé.
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