Outil d’évaluation de la compréhension écrite chez le jeune lecteur : COMP-RI : élaboration d’un support écrit et illustré

Abstract : Currently, the assessment records dedicated specifically to the reading comprehension skills (whether the texts are illustrated or not) are scarce, and no assessment record has been made for the young French-speaking readers. The lack of evaluation in this area for children aged from six and a half to eight and the different uses of illustrations that were proposed within the existing texts gave us food for thought. Our study consisted in developing a tool for the evaluation of the comprehension of an illustrated story: COMP-RI. This material is aimed at children aged from six and a half to eight and comprises comprehension questions and a story-recall test. It is made of banners of text with or without illustrations. The trial has been carried out with pupils in their second year of elementary school (CE1); we submitted them to oral comprehension tests, then to the created tool. The test period of the COMP-RI material enabled to define how the young reader processes the illustrations in order to answer the comprehension questions, as well as the impact these illustrations have on the creation process of a mental representation of the story during reading. We also noticed that this tool could highlight a specific reading comprehension disability. It would be interesting to develop this study further to include a broader range of population in order to standardize and validate the COMP-RI tool.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02089417
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Margaux Bellanger. Outil d’évaluation de la compréhension écrite chez le jeune lecteur : COMP-RI : élaboration d’un support écrit et illustré. Sciences cognitives. 2018. ⟨dumas-02089417⟩

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