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Master Thesis

Le travail sur l’implicite et l’utilisation d’outils de différenciation pédagogique au service de la compréhension en lecture des élèves de CM1 et en particulier des élèves dits à BEP

Abstract : In support of the work relating to the concept of inclusive school and those dealing with the growing feeling of helplessness of teachers face to the challenges of heterogeneity in their class, particularly in the field of reading (PIRLS), we asked ourselves the following question: “How to improve the skills of students of year five of primary school, and especially those of SEN students, in reading comprehension?” Two hypotheses are posed: working on the implicit allows students to improve their comprehension reading skills and offering students pedagogical differentiation helps to promote their learning in reading comprehension. Following a process-product approach, we collected data on our sample of SEN students in two classes of year five of primary school. They were analyzed qualitatively and quantitatively (evolution rate calculations and statistical tests), thus asserting that there is a link between the use of certain educational differentiation tools and the understanding of the texts.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02886292
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Submitted on : Wednesday, July 1, 2020 - 1:59:31 PM
Last modification on : Thursday, October 15, 2020 - 3:02:38 PM
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  • HAL Id : dumas-02886292, version 1

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Loïc Ajirkan, Lietonen Nourby. Le travail sur l’implicite et l’utilisation d’outils de différenciation pédagogique au service de la compréhension en lecture des élèves de CM1 et en particulier des élèves dits à BEP. Education. 2020. ⟨dumas-02886292⟩

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