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Master Thesis

Différenciation pédagogique et lecture au cycle 2

Abstract : Knowing how to read is one of the major factors of academic success but also an essential skill for social recognition. His teaching requires particular knowledge and skills, moreover in a heterogeneous class. Based on theoretical research, we have set up three differentiated reading workshops in class decompartmentalization around fluency, comprehension and inference skills. Students with the most reading difficulties in all CE1 classes were divided into the workshops according to their needs. The mid-term analysis of the first results shows a general progression of the students, a greater participation in reading within their class group and a pleasure to participate in these workshops alongside students of the same level.
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Master Thesis
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Submitted on : Tuesday, November 27, 2018 - 12:13:26 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:27 AM
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  • HAL Id : dumas-01936232, version 1



Thomas Clémençon. Différenciation pédagogique et lecture au cycle 2. Education. 2018. ⟨dumas-01936232⟩



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