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Entraînement à la fluence de lecture à l’école primaire : recherche sur les effets et les déterminants de la performance

Abstract : This thesis aims to identify the effects and determinants of performance following CP fluency training at primary school. Out of a sample of 88 subjects spread over three schools located in Morbihan, Brittany, in 2018, 65 of them trained in the reading method which was read, repeated, timed and guided aloud during 32 sessions over an 8-week, 4-day period. The problem of too many pupils with reading difficulties, with a decoding that is both slow, laborious and imprecise, as well as a prosody and an access to the sense of deficit, has given rise to working hypotheses on the side of the effects of the performance. Fluence workshops would improve speed, accuracy, prosody, comprehension of sentences and text. One would also observe a higher performance in silent reading. On the side of the factors that explain the difficulty or the success, we would move towards an interaction between the low-level and high-level reading-comprehension processes, the socio-educational context and the multiple variables related to the learner and to the teacher. Taking into account the maintenance of lifelong brain plasticity and the incremental theory of intelligence that stipulates improving performance through effort, it is argued that the impact of the pedagogue on learning, particularly early learning, is the most significant lever for performance. The contributions of linguistics, sociology, medical sciences, psychology, neuroscience in education and cognitive, affective and social neuroscience enrich the "classical" fluence device. They facilitate the didactic transposition well beyond reading, even in all disciplinary and transversal fields of primary school.
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Rachel Sarr. Entraînement à la fluence de lecture à l’école primaire : recherche sur les effets et les déterminants de la performance. Linguistique. Université de Nanterre - Paris X, 2019. Français. ⟨NNT : 2019PA100080⟩. ⟨tel-02929678⟩

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