Le projet LIAM : effets d’un programme de lecture interactive sur la fluidité en lecture et le vocabulaire d’élèves du 1er cycle du primaire avec et sans difficulté langagière durant la période estivale
DOI :
https://doi.org/10.1522/rhe.v9i1.1750Mots-clés :
glissade de l’été, implication familiale et communautaire, élèves du 1er cycle du primaire, élèves en difficulté, apprentissage de la lecture, développement du vocabulaireRésumé
Durant la période estivale, l’arrêt d’un enseignement peut entrainer un recul des apprentissages. Cette étude vise à examiner les effets d’activités de lecture interactive et de littératie sur le maintien des apprentissages en lecture de mots et de textes (fluidité) ainsi que sur le vocabulaire durant l’été. Les activités se sont réalisées auprès d’élèves du 1er cycle du primaire selon trois contextes distincts : en milieu familial (n = 26), à la bibliothèque municipale (n = 9) ou au camp de jour (n = 7). Les résultats obtenus révèlent que les participantes et participants ont maintenu leurs apprentissages durant l’été.
Références
Adams, M. J. (1990). Beginning to read: Learning and thinking about print. MIT Press.
Allington, R. L. et McGill-Franzen, A. (2018). Summer reading: Closing the rich/poor reading achievement gap (2e éd.). Teachers College Press.
Baker, É. et Johnson, A. (2022). Supporting students with disabilities throughout the year. National Association of State Boards of Education, 17-20.
Benson, J. et Borman, G. (2010). Family, neighborhood, and school settings across seasons: When do socioeconomic context and racial composition matter for the reading achievement growth of young children? Teachers College Record, 112(5), 1338-1390.
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T. et CATALISE Consortium, (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7), e0158753.
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T. et CATALISE-2 Consortium, (2017). Phase 2 of CATALISE. A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080.
Borman, G. D. et Dowling, N. M. (2006). Longitudinal achievement effects of multiyear summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28(1), 25-48.
Chapleau, N., Beaupré-Boivin, K. Timothy, I., Godin, M.-P., Saidane, R., Fortin, L., Gendron, A.-S., Auger-Leblanc, É et Gagné, A.. (2022). LIAM. Lecture interactive avec moi. https://www.liavecmoi.com
Chapleau, N., Godin, M.-P. et Gagné, A. (2022). Évaluation du vocabulaire. Document inédit. Université du Québec à Montréal.
Chapleau, N., Lauzon, F. et Morissette, J. (2022). L’été, c’est fait pour lire! Nouveaux cahiers de la recherche en éducation, 23, 118-138. https://www.erudit.org/en/journals/ncre/1900-v1-n1-ncre07355/1092718ar/
Chin, T. et Phillips, M. (2004). Social reproduction and child-reading practices: Social class, children’s agency, and the summer activity gap. Sociology of Education, 77(3), 185-210.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum
Cooper, H., Charlton, K., Melson, A. et Valentine, J.C. (2003). The effects of modified school calendars on student achievement and on school and community attitudes. Review of Educational Research, 73, 1-52.
Denton, C. A., Solari, E. J., Ciancio, D. J., Hecht, S. A. et Swank, P. R. (2010). A pilot study of a kindergarten summer school reading program in high-poverty urban schools. The Elementary School Journal, 110(4), 423-439.
Desrochers, A. et Bonneau, M. (2014). Épreuves de fluidité en lecture. Commission scolaire des Bois-Francs, Québec.
Downey, D. B. (2016). Schools, families, inequality: Strong empirical patterns in search of strong theory. Dans K. Alexander, S. Pitcock et M. Boulay (dir.), The summer slide: What we know and can do about summer learning loss (p. 11–22). Teachers College Press.
Edwards, P. A. et Sweeney, J. S. (2023). Best Practices for home, school, and community partnerships. Dans L. M. Morrow, E. Morrel et H. K. Kenyon Casey (dir.), Best Practices in literacy instruction (7e éd., p. 427-451). Guilford Press.
El Nokali, N. E., Bachman, H. J. et Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child development, 81(3), 988-1005.
Faith, M. A., Mayes, S., Pratt, C. D. et Carter, C. (2019). Improvements in hope and beliefs about illness following a summer camp for youth with chronic illnesses. Journal of pediatric nursing, 44, 56-62.
Foorman, B. R. (2023). Learning the code. Dans S. Q. Cabell, S. B. Neuman et N. Patton Terry (dir.). Handbook on the Science of Early Literacy (p. 73-82). Guilford Press.
Godin, M.-P. (2020). Développer le vocabulaire et la qualité lexicale des élèves ayant des difficultés langagières. Dans N. Chapleau, et M.-P. Godin (dir.), Lecteurs et scripteurs en difficulté : propositions didactiques et orthodidactiques (p. 73-98). Presses de l’Université du Québec.
Godin, M.-P., Chapleau, N. et Gagné, A. (2022). Évaluation lecture de mots isolés. Document inédit. Université du Québec à Montréal.
Godin, M.-P., Godard, L., Chapleau, N. et Gagné, A. (2015). La lecture interactive d’albums pour les élèves du préscolaire ayant des difficultés langagières : une intervention prometteuse pour améliorer le vocabulaire. Language and Literacy/Langue et littératie, 17(3), 34-59.
Gough, P. B. et Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10.
Harry, S. W., Whitefield, B. L., Bates Brantley, K. E. et McKinley, L. (2022). Avoiding the summer slide: Tier One and Two supports targeting early readers. Perspectives on Early Childhood Psychology and Education, 7(2), 105-138.
Hoover, W. A. et Tunmer, W. E. (2018). The simple view of reading: Three assessments of its adequacy. Remedial and Special Education, 39(5), 304-312.
Johnston, R. et Watson, J. (2005). The effects of synthetic phonics teaching on reading and spelling attainment: A seven-year longitudinal study. Récupéré de https://www.researchgate.net/publication/301477015_The_effects_of_synthetic_phonics_teaching_on_reading_and_spelling_attainment_a_seven_year_longitudinal_study.
Justice, L. M., Meier, J. et Walpole, S. (2005). Learning new words from storybooks. Language, Speech, and Hearing Services in Schools, 36(1), 17-32. https://doi.org/10.1044/0161-1461(2005/003)
Kim, J. S. et Quinn, D. M. (2013). The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: A meta-analysis of classroom and home interventions. Review of Educational Research, 83, 386-431.
Kim, Y.-S. G. (2023). Expanding the simple view of reading with the direct and indirect effects model of reading. Dans S. Q. Cabell, S. B. Neuman et N. Patton Terry (dir.), Handbook on the Science of Early Literacy (p. 9-22). Guilford Press.
Larivée, S. J. (2012). L’implication des parents dans le cheminement scolaire de leur enfant. Comment la favoriser. Éducation et formation, 297, 33-48.
Lefevre, P. (2020). Prévenir les difficultés en lecture et en écriture au préscolaire grâce à la lecture interactive enrichie. Dans N. Chapleau et M.-P. Godin (dir.), Lecteurs et scripteurs en difficulté : Propositions didactiques et orthodidactiques (p. 47-72). Presses de l’Université du Québec.
Lefebvre, P., Fiorino, A., Johannsen, D., Tait, M., Tkalec, A. et Sutton, A. (2017). Shared storybook reading to enhance early literacy skills of children with speech sound disorders: A feasibility study. Canadian Journal of Speech-Language Pathology & Audiology, 41(1), 72-91.
Lété, B., Sprenger-Charolles, L. et Colé, P. (2004). Manulex. Récupéré de https://www.manulex.org/fr/home.html
Liebfreund, M. D., Porter, S. R., Amendum, S. J. et Starcke, M. A. (2022). Using an assessment system for data-driven reform: Effects of mCLASS on third-grade reading test scores and special education placement. The Elementary School Journal, 122(3), 341-360.
Marulis, L. M. et Neuman, S. B. (2010) The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300-335.
McDaniel, S. C., McLeod, R., Carter, C. L. et Robinson, C. (2017). Supplemental summer literacy instruction: Implications for preventing summer reading loss. Reading Psychology, 38(7), 673-686.
McGregor, K. K., Oleson, J., Bahnsen, A. et Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48(3), 307-319.
McKeown, M. G., Deane, P. D. et Lawless, R. R. (2017). Vocabulary assessment to support instruction: Building rich word-learning experiences. Guilford Publications.
Ministère de l’Éducation, du Loisir et du Sport (MELS) (2014). Liste orthographique à l’usage des enseignantes et des enseignants. Québec : Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/formation_jeunes/ListeOrthographique_Primaire.pdf
Mullis, I. V. S., Martin, M. O., Foy, P. et Hooper, M. (2017). PIRLS 2016 international results in reading. Boston College, International Study Center.
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Nicholson, T. et Tiru, S. (2019) Preventing a summer slide in reading – the effects of a summer school. Australian Journal of Learning Difficulties, 24(2), 109-130.
Polguère, A. (2008). Lexicologie et sémantique lexicale : notions fondamentales. Presses de l'Université de Montréal.
Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A. et Simos, P. G. (2013). The role of vocabulary in the context of the Simple View of Reading. Reading & Writing Quarterly, 29, 168-202.
Quinn, J. M., Wagner, R. K., Petscher, Y. et Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study. Child Development, 86(1), 159-175.
Rey, V. et Sabater, C. (2007). Conscience phonologique, conscience morphologique et apprentissage de la lecture : état de la question. Glossa, 22-34.
Rosqvist, I., Sandgren, O., Andersson, K., Hansson, K., Lyberg-Åhlander, V. et Sahlén, B. (2020). Children’s development of semantic verbal fluency during summer vacation versus during formal schooling. Logopedics Phoniatrics Vocology, 45(3), 134-142.
Sprenger-Charolles, L. et Colé, P. (2019). Lecture et dyslexie : approche cognitive. Dunod.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. et Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.
Tse, L. et Nicholson, T. (2014). The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools. Frontiers in Psychology, 5(1222), 1-20.
