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Master Thesis

Les difficultés de compréhension en lecture chez les lecteurs fragiles en cycle 3

Abstract : Reading comprehension is a topic that highly interests specialists. Fourth-grade French students’ weak achievement performance in PIRLS assessment and the illiteracy rates recorded during the Defence and Citizenship Day sound the alarm bell. Therefore, the official documents define reading comprehension as a fundamental priority for third-to-fifth grade students. How can we help these pupils with reading comprehension difficulties in third-to-fifth grade? This thesis is a synthesis of specialists’ researches and studies in the field of reading comprehension. The evolution of the concept of reading comprehension, the reading difficulties for third-to-fifth grade students and the learning pedagogy that could make them more competent in this field are treated in the first part. The problematics specifically addressed is : how do a teaching explaining connectives and substitutes as well as the acquisition of reading fluency improve the third-to-fifth grade weak readers’ text comprehension ? The second part is made of the experimentation in a fourth-grade class to deal with this problematics. The weak readers of this class have been trained to develop their fluency and their use of connectors and substitutes. Studies conducted during the whole learning have shown a real improvement in reading understanding among them.
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Master Thesis
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Contributor : Espe Cvl Université d'Orléans <>
Submitted on : Thursday, April 21, 2016 - 10:19:16 AM
Last modification on : Wednesday, September 18, 2019 - 1:27:35 AM
Long-term archiving on: : Tuesday, November 15, 2016 - 7:56:35 AM




  • HAL Id : dumas-01305443, version 1



Annelise Boy. Les difficultés de compréhension en lecture chez les lecteurs fragiles en cycle 3. Education. 2015. ⟨dumas-01305443⟩



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