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Master Thesis

Les représentations mentales au service de la compréhension en lecture au cycle 3

Abstract : The reading comprehension is a problem of the school because it has an impact on the social and school future of the pupils (PISA, on 2012). Actually to read involves skills of decoding, understanding and interpretation. As the reaction to this complex activity it is necessary to equip the pupils through an explicit education of the strategies of comprehension. In this study, we analyze the enrichment of the mental representations in order to serve a better comprehension. The learning of this strategy aims at allowing the pupils to adapt a reflexive posture in front of a text by applying a better selection of the information and the autoregulation. To measure the appropriation of the strategy of mental imagery, this report build on a sequence of Lector&Lectrix of S. Cèbe and R. Goigoux (2009). It is adapted and applied in a class of 4th and 5th years of primary school. This sequence suggests transcribing his comprehension through drawings. The pupils with difficulties, especially writing skills, are less cognitively charged. The analysis of pupils' productions shows a positive evolution of the skills of comprehension. The will of contextualization and anticipation highlight an implication in reading and the get of information. Nevertheless the autoregulation is not still efficient at the end of sequence and requires a more specific learning.
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Master Thesis
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Noélie Garcia. Les représentations mentales au service de la compréhension en lecture au cycle 3. Education. 2017. ⟨dumas-01660926⟩

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