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Master Thesis

Apprentissage dirigé de la production écrite chez des enfants de 8-9 ans

Abstract : The complex activity of writing and the acquisition of writing skills have so far received little attention. The aim of our study is precisely to observe the effects of systematic intervention on the development of performance in unselected 8- to 9-year-old children. The same writing task was given to 129 grade 3 children four months apart. In-between, they were proposed a training program based on Aesop's fables: the structure of the narrative text, its punctuation, verb forms and referential chain. The group was divided into two sub-groups, one had access to the text of the fable and then to a cartoon illustrating it, the other started with the picture and then discovered the text. We analyzed their performance through two evaluation tests, one was subjective and the other objective. The results show that all the children have made more or less progress, depending on the domain examined and on initial individual skills previously noticed. Our conclusion is that it seems preferable to initiate writing tasks from texts rather than from pictures. Still, it would be interesting to carry out further research on the role played by the kind of medium.
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https://dumas.ccsd.cnrs.fr/dumas-01081409
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Submitted on : Monday, November 2, 2015 - 4:11:19 PM
Last modification on : Friday, October 23, 2020 - 4:34:41 PM
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  • HAL Id : dumas-01081409, version 1

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Mariane Carré, Laurence Simon-Thibult. Apprentissage dirigé de la production écrite chez des enfants de 8-9 ans. Sciences cognitives. 2014. ⟨dumas-01081409⟩

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