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Master Thesis

Raconter : quels enjeux pour l’égalité des chances en maternelle ? Comprendre et raconter un récit de fiction écrit, lu par l’adulte, en classe de Grande Section

Abstract : : The investigation emphasizes on the meaning and the narration by pupils of Kindergarten of a text read by the teacher. The author seeks to understand the link between narration, understanding and equal opportunity for all children. Explicit teaching of reading comprehension remains at the core of this experiment, and the author emphasizes her interest in pupils with different initial level of acculturation to the written word. This research is related to what Brigaudiot defined as: "a specific didactic approach to the comprehension of written texts from kindergarten onwards" (2012). State of the art provides an overview of recent research on the issues of language, literature and reading in kindergarten for equal opportunity. The construction of the subject-reader is at the heart of this problematic and the author focuses her analysis on "pre-reading" practices associated with text comprehension. During her experimentation, she highlights the link between narration and comprehension, and shows how, by recalling collective and individual narratives, the pupil improves his understanding of the text initially read by the teacher. The results also show the essential role of the interpretative debate in access to meaning.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03121033
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Submitted on : Tuesday, January 26, 2021 - 9:49:55 AM
Last modification on : Sunday, August 1, 2021 - 3:21:22 AM

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  • HAL Id : dumas-03121033, version 1

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Capucine Saez. Raconter : quels enjeux pour l’égalité des chances en maternelle ? Comprendre et raconter un récit de fiction écrit, lu par l’adulte, en classe de Grande Section. Education. 2020. ⟨dumas-03121033⟩

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