Abstract
The LONGIT research, launched in the 2014-2015 school year with CP students, aims to understand the development of reading and writing skills, as well as their interactions, throughout elementary schooling. The ambition of LONGIT research is to advance our knowledge of the factors likely to promote the mechanisms of acquisition of reading and writing during elementary schooling. We thus attempt to identify the dynamics of learning to read/write. The work consists of a long-term follow-up of the evolution of the skills that come into play in the mastery of reading, that is to say ultimately the fine understanding of texts and the production of writings. The various skills involved in the acquisition of reading are now well documented in the literature (Bianco et al, 2010, 2012), pointing in particular to the roles of oral language skills (vocabulary, syntax, oral comprehension) and code (awareness phonology, rapid naming, decoding, reading/fluidity). However, few studies have studied how these skills evolve and interact with each other over a long period of time, especially from the start of learning to write. We also know that the learning of writing and reading are closely linked without it being possible yet to precisely describe the way in which the acquisitions in the two fields interact and influence each other mutually (Abbott, Berninger & Fayol, 2010; Berninger & Abbott, 2010). The LONGIT study also aims to take into account school factors likely to intervene in the evolution of the mastery of the different reading and writing skills. This evolution is in fact not only the fruit of an intra-individual development. It is also a process of acquisition that comes from exposure to instruction and classroom interactions with a teacher and students. This is why observations were made in class with the aim of evaluating, using the Classroom Assessment Scoring System (CLASS) instrument (Pianta, LaParo & Hamre, 2008), the quality of teacher-student interactions (affective support students, learning support, class organization). Teachers also have to answer a questionnaire on their teaching practices in order to obtain information on their conceptions of teaching and learning and the way in which they organize activities in class. Cognitive skills are of course fundamental in the mastery of reading and writing. However, it is likely that conative factors are also involved. This is why we also took into account the pupils' feeling of proficiency in reading/writing and their motivation for this activity, as well as the judgment of the teachers with regard to each of their pupils (attention, concentration, speed, efficiency, motivation, behavior in class, academic value in reading/writing). it is likely that conative factors are also involved. This is why we also took into account the pupils' feeling of proficiency in reading/writing and their motivation for this activity, as well as the judgment of the teachers with regard to each of their pupils (attention, concentration, speed, efficiency, motivation, behavior in class, academic value in reading/writing). it is likely that conative factors are also involved. This is why we also took into account the pupils' feeling of proficiency in reading/writing and their motivation for this activity, as well as the judgment of the teachers with regard to each of their pupils (attention, concentration, speed, efficiency, motivation, behavior in class, academic value in reading/writing).
Translated title of the contribution | LONGIT Research Report |
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Original language | French |
Publisher | Université Grenoble Alpes |
Commissioning body | Ministère de l’Education Nationale, Direction de l’Evaluation, de la Prospective et de la performance |
Publication status | Published - 2016 |