Le bon lecteur et l’utilisation de la redondance
Mots-clés :
compréhension en lecture, habileté en lecture, redondance, structure textuelle, analyse propositionnelle, enseignement primaire, stratégies de lectureRésumé
A reading test administered to 288 students from the last two grades of primary school required them to read texts where the levels of redundancy were controlled on the basis of the structural description of the text content. The texts were chosen and analyzed on the basis of taxonomy and Meyer’s propositional analysis system. The results showed that the students who were stronger readers took proportionally less time than those who were weaker to read texts with greater redundancy. But a detailed analysis of results does not allow us to assert that using redundancy distinguishes strong readers independently of the type of text used.
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Références
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