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Master Thesis

État des lieux concernant l’utilisation des stratégies métacognitives de contrôle et de régulation chez les élèves de CM1-CM2 dans le cadre de la compréhension en lecture de textes narratif et documentaire longs

Abstract : This research examines the use of metacognitive control and regulation strategies of French primary school pupils at the age of 9 and 10 years old, regarding reading comprehension of long narrative and documentary texts. Two reading comprehension tests (a narrative-specific test and a document-specific test) and three other tests related to metacognitive control and regulation strategies were carried out in 43 students (20 CM1 and 23 CM2): a general test applicable to any type of reading, a test specific to a narrative text and a test specific to a documentary text. The results show that CM1 and CM2 pupils make little use of metacognitive control and regulation strategies. The mobilisation of metacognitive strategies depends on the profile of students (good, average, and weak understanding). Those with a high understanding have more abilities to use metacognitive control and regulation strategies. The type of text impacts also the mobilisation of metacognitive strategies: the informative genre is the most conducive to the use of metacognitive control and regulation strategies.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02321407
Contributor : Espe Cvl Université d'Orléans <>
Submitted on : Monday, October 21, 2019 - 11:06:38 AM
Last modification on : Friday, October 23, 2020 - 4:35:19 PM
Long-term archiving on: : Wednesday, January 22, 2020 - 2:25:49 PM

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Karine Gautron. État des lieux concernant l’utilisation des stratégies métacognitives de contrôle et de régulation chez les élèves de CM1-CM2 dans le cadre de la compréhension en lecture de textes narratif et documentaire longs. Education. 2019. ⟨dumas-02321407⟩

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