Littératie et orthographe au primaire et secondaire : Les ateliers de négociation graphique : un outil pour comprendre les raisonnements des élèves en matière orthographique.

in Caractères (2012), 42

Traces of students’ reasoning about some of their writing choices have been noticed in the context of a process related to the acquisition and improvement of spelling. The process suggested, i.e. the ... [more ▼]

Traces of students’ reasoning about some of their writing choices have been noticed in the context of a process related to the acquisition and improvement of spelling. The process suggested, i.e. the “Ateliers de Négociation Graphique” (Graphic Negociation Workshops), is the traditional activity of dictation, coupled with a reflective dimension: students verbalize and compare their way of applying rules and progressively develop a questioning and revising attitude towards their writings. These workshops are the best place to understand the students’ reasoning and their way of applying rules and using strategies, productively or otherwise, that systematic drills do not always help to emphasize. Observing grade-5-and-6 students during several months drew our attention to a recurrent problem, which is the wrong use of some usual substitution strategies aimed at making a choice between two spellings. In a sentence such as “les hommes se sont toujours intéressés à la mécanique” (men have always been interested in mechanics), some students who waver between various endings for the past participle will use “fait ou faire” (made or make) instead of “intéressés”. This is a common process, but one that is rather difficult for students to apply for several reasons, such as acceptability issues of the sentence at the semantic level (Haas, 1999). The collected video data lead to consideration of the relevance of using such processes before the students have the skill and expertise in the various grammatical categories. [less ▲]

Des pratiques réflexives en formation initiale, pour une intégration optimale de la théorie et de la pratique

in Caractères (2004), 15/2

La formation d'une langue de référence pour l'apprentissage de la lecture en langue seconde chez les enfants d'origine immigrée

in Caractères (2003), 12(2), 24-27

L'engagement dans la lecture chez les jeunes de 15 ans. Résultats de PISA 2000

in Caractères (2003), 13

La motivation pour la lecture, au-delà d'une simple question de goût

in Caractères (2003), 10(1), 11-12

Le portfolio : un outil de socio-construction pour scripteur en devenir

in Caractères (2001), 3