Case Studies of Grade-Level Effects on Children's Miscues and Reading Comprehension
Keywords:
reading comprehension, reading miscues, reading instruction, literacy, elementary education, psycholinguisticsAbstract
Au cours de la dernière décennie, il y a eu un changement d'orientation dans les recherches portant sur la lecture. Il y a aujourd'hui un consensus qui est en train de se faire : la lecture est un processus de sélection plutôt qu'un processus de précision. Quand nous lisons un texte, nos expériences antérieures et nos connaissances linguistiques nous permettent de retenir seulement ce qu'il nous faut et de personnaliser les intentions de l'auteur. Il n'est donc pas nécessaire de distinguer chaque lettre et chaque mot d'un texte. En faisant l'examen des erreurs de lecture d'un jeune enfant, nous pouvons comprendre comment le lecteur intègre ses connaissances linguistiques et ses expériences antérieures à la relation son/symbole de l'imprimé. Cette étude se veut une analyse en profondeur des erreurs d'un lecteur pour préciser (1) les conséquences de la scolarité sur le type d'erreurs commises et (2) les conséquences des diverses erreurs sur la compréhension. L'analyse de nos données nous a permis de découvrir que plus la scolarité est faible, plus il y a d'erreurs. Les retours en arrière (régressions) sont des erreurs qui reviennent souvent; le lecteur veut par là corriger la compréhension imparfaite qu'il a du passage qu'il vient de lire, par l'obtention d'un supplément d'information.
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