Les prédicteurs en grande section maternelle de la réussite en lecture en fin de première année d'école élémentaire : l'impact du nom des lettres

Abstract

Résumé Bien que de nombreuses variables, prédisant le succès ou l’échec de l’apprentissage de la lecture, aient été présentées dans la littérature, les recherches visant à évaluer l’impact de ces variables, à partir de modèles multivariés, sont rares, particulièrement en français, et tiennent peu compte des caractéristiques individuelles et sociales de l’échantillon étudié. Dans cette perspective, un suivi longitudinal de 199 enfants a été réalisé, de la fin de la grande section maternelle, à la fin de la première année d’école élémentaire. Les résultats montrent que, parmi toutes les variables étudiées, la dénomination des lettres, en grande section maternelle, constitue le meilleur prédicteur, à la fois de la reconnaissance des mots et de la compréhension écrite, en cours préparatoire. Une discussion est proposée, relativement à l’importance de la connaissance du nom des lettres, avant l’apprentissage formel de la lecture à l’école.

The role of language skills in learning to read: The case of bilingualism in French overseas departments

“…Briefly presented below are the intermediate results of each variable used: language skills (for further details, see Genelot & Negro, 2007, in press), phonological awareness and reading performances (Negro & Genelot, 2009). However, this paper focused on the impact of bilingualism on reading performance.…”

“…Moreover, the data questioned the tasks to be used to evaluate phonological awareness (Bishop, 1991; Catts et al, 1999). Some authors have recently suggested that the ability to name letters might be a better predictor than phonological awareness (Foulin, 2005; Negro & Genelot, 2009; Scarborough, 1998; Winskel & Widjaja, 2007). The various discrepancies between studies about the impact of phonological awareness during primary grades requires further investigation, particularly while controlling for various individual and social factors and with regards to different tasks that are proposed and labeled as “phonological tasks.” However, the task used in this study was previously developed and tested as being a relevant factor in kindergartens predicting reading success at the word level in first graders (Duncan, Seymour, & Hill, 1997; Ecalle & Magnan, 2002).…”

“…PHONOLOGICAL AWARENESS. Phonological awareness was measured at the end of kindergarten (for details, see Negro & Genelot, 2009) in the target language of reading learning, that is, in French (Gottardo, 2002). Phonological tasks were given to measure the children's abilities to identify the syllables and the phonemes shared among two words.…”

“…The purpose of these tasks was to determine students' reading level at the end of Grade 1 (6-7 years old). Two proficiencies were evaluated (for details, see Negro & Genelot, 2009):…”

Development of a French‐language early literacy scale: structural analysis and links between the dimensions of early literacy

“…Alphabet knowledge (e.g., letter name and letter sound) is one of the most powerful predictor of later reading (National Early Literacy Panel, 2008; Puranik, Petscher, & Lonigan, 2013). Results show letter naming fluency to be the most powerful predictor of word recognition (Negro & Genelot, 2009). Similarly, knowing the names and sounds of the letters is one of the most powerful predictors of future reading skills (Muter, Hulme, Snowling, & Stevenson, 2004; Foulin, 2007; Ecalle, Biot‐Chevrier, & Magnan, 2008; Puranik et al, 2013; Rabiner et al, 2016).…”