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Master Thesis

Se préparer à lire en maternelle en manipulant les mots écrits

Abstract : Research agrees on the interest of initiating nursery school pupils in reading, in order to avoid future difficulties. But the question remains: which is the best method of approaching the first skills? The study supporting this report aims at evaluating the impact of written training in first alphabetical and phonological skills. Boulanger’s method, derived from a child’s appetite for the written word, constitutes the experimental material of our study. The experimental approach consists in comparing pupils’ skills in the four principal predictive competences of learning to read (encoding, reading, phonology and visual perception) between two equivalent groups of children: the first group not having experienced the Boulanger method, whereas the pupils from the second group have benefited from the method for a year. On analysis, a significant group effect is revealed in regard to one task only. However, the effect of social background is apparent, together with the importance of the “teacher effect”. These results are discussed in the last part relating to the state-of-art. In conclusion, we stress the teacher’s responsibility in efficient education and consequently the interest of assessing teaching methods to make them as efficient as possible.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01202634
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Submitted on : Monday, September 21, 2015 - 2:44:35 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:25 AM
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  • HAL Id : dumas-01202634, version 1

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Fanny Bourgain-Pons. Se préparer à lire en maternelle en manipulant les mots écrits. Education. 2015. ⟨dumas-01202634⟩

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