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L’enseignement, l’apprentissage, l’enseignement/apprentissage de la lecture de 1994 à 2016

Abstract : In order to read, a child needs to understand the concept of the alphabet, which establishes links between written letters to be read and specific sounds. The more this procedure has become automatic, the more the pupil can concentrate on understanding what s/he is reading. Reading means understanding a text that has been read. This synthetic paper aims to establish a directory of some hundred studies concerning the teaching, the learning, and finally the combination of teaching and learning of reading between 1994 and 2016. Practice in the first year of primary school and understanding are at the heart of teaching reading as much as the quest for its effectiveness. The teaching of reading gradually focuses on its difficulties, concentrating research on being able to predict them. Work linking teaching and learning forego socio-economic data to concentrate on meta-analyses or focused studies linking teaching practices and literacy.
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Journal articles
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https://hal-normandie-univ.archives-ouvertes.fr/hal-01948968
Contributor : Sophie Briquet-Duhazé <>
Submitted on : Sunday, December 9, 2018 - 12:29:25 PM
Last modification on : Friday, October 16, 2020 - 11:38:04 AM

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  • HAL Id : hal-01948968, version 1

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Sophie Briquet-Duhazé. L’enseignement, l’apprentissage, l’enseignement/apprentissage de la lecture de 1994 à 2016. Carrefours de l'éducation, Armand Colin, 2018, 2 (46), pp.111-131. ⟨hal-01948968⟩

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