Les compétences en compréhension de l'écrit des élèves romands de 9e année

Soussi, Anne; Nidegger, Christian

doi:10.3406/airdf.2002.1518

Cited by 2 publications

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“…Retrieving information, developing interpretation, and reflecting on the text are the three types of reading processes or objectives that are defined by designers to assess this skill (Soussi & Nidegger, 2002). More specifically, Liane (2014) found at least six causes of students' low mastery of reading comprehension consist of (1) the use of discourse language that is too complicated, (2) discourse topics that do not match the characteristics of students, (3) discourse texts that are too long, (4) evaluation questions that are not by discourse or not related to discourse, (5) low ability teachers in giving feedback to students so that there is a misunderstanding of meaning, (6) presentation of learning that only emphasizes the concept of reading than answering questions.…”

Section: Introductionmentioning

confidence: 99%

CIRC Learning Model for Reading Comprehension of French Language

Adawiyah

2023

JOLLT

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Reading comprehension is a third language skill that must be mastered after speaking. What is expected of this skill is that learners can apply their understanding of the language to obtain information from reading. However, the reality found in the class shows that many learners complain about the difficulty of understanding sentences in a text, especially in the French language. This study aims to determine whether the CIRC model improves students' French reading comprehension before and after learning using the CIRC model. The use of the CIRC model for Reading Comprehension aims to improve the quality of students’ comprehension in obtaining French textual information. Its application to French reading comprehension is based on previous similar studies which state that this model is appropriate to be applied to improve reading comprehension skills. The research method of this study is a qualitative study with a classroom action research design. There were two cycles in this study, Cycle 1 was a research procedure before the CIRC model was applied and Cycle 2 was after the model was applied. Direct observations were made in the classroom during the RC learning process. Four learning steps that maximize individual abilities in group learning such as (1) the Planning phase, (2) the Implementation phase, (3) the Observation phase, and (4) the Reflection phase, produce a 5% increase in the value of the learning process. It is a certainty to apply this model for French reading comprehension to help learners understand a text well.

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Section: Introductionmentioning

confidence: 99%

CIRC Learning Model for Reading Comprehension of French Language

Adawiyah

2023

JOLLT

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Le PISA : la stéréotypie d’une évaluation « informative » sur l’École

Bart,

Daunay

2024

reperes

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Lancé à la fin des années 1990, le Programme international pour le suivi des acquis des élèves (PISA) s’est imposé comme une référence centrale dans le domaine des évaluations institutionnelles scolaires. Les données, résultats ou classements du PISA, se retrouvent ainsi largement repris dans les débats scientifiques, politiques, médiatiques ou pédagogiques. À partir d’une analyse d’un corpus de textes du Programme, cet article montre cependant que sa visée informative peut être questionnée sous l’angle des stéréotypes sur l’École et ses acteurs que le discours du PISA contribue à construire.

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Les compétences en compréhension de l'écrit des élèves romands de 9e année

Cited by 2 publications

References 0 publications

CIRC Learning Model for Reading Comprehension of French Language

CIRC Learning Model for Reading Comprehension of French Language

Le PISA : la stéréotypie d’une évaluation « informative » sur l’École

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