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Master Thesis

Le bien-être des élèves en difficulté de lecture lors des évaluations

Abstract : During our internship, we noticed that students with reading difficulties were more stressed than other students. Their well-being was diminished. Indeed, the obstacle of reading does not allow them to have confidence in themselves. In our class, thanks to the national assessments, we identified six students with reading difficulties, including two CE2 students and four CE1 students. Following this information, we decided to offer them a new evaluation method to eliminate the obstacle of reading and improve their well-being. During the assessment, students will have the choice between oral assessment or written assessment. The question we raised is: "Does the choice in evaluation favor the well-being of students with reading / comprehension difficulties? ". In both of the proposed assessments, students responded to a questionnaire that allowed us to assess their well-being in relation to assessments. At the end of this study, we noticed that a lack of self-confidence or fear of error caused them a sense of stress. In conclusion, we can say that the choice in the evaluation allowed them to gain confidence during the evaluation. It is a satisfactory result and this can be tested in other classes with the aim of examining how students evolve over a whole school year so as to get more precise results. The purpose of the research was to increase the well-being of students with reading difficulties during assessments.
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Master Thesis
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Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Tuesday, March 24, 2020 - 6:09:03 PM
Last modification on : Wednesday, July 8, 2020 - 3:21:33 AM


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  • HAL Id : dumas-02517851, version 1


Fanny Bonnal. Le bien-être des élèves en difficulté de lecture lors des évaluations. Education. 2019. ⟨dumas-02517851⟩



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