Les difficultés de lecture des collégiens en SEGPA : évaluation et remédiation
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Reading diffi culties of segpa pupils : evaluation and remediation The contribution uses a review of investigations about the reading diffi culties of collégiens (1st cycle, secondary). We develop some of them -more particularly the researches conducted by the ministry of Education in 1997 (in Dossiers de l’évaluation, n° 112, 1999)-to expound the first outcomes of a current research aiming to describe the reading difficulties or incapacities of 6ème SEGPA pupils (1st year, special cycle secondary, for pupils with special educational needs) and suggest adjusted (re)learning procedures. Thus we show that these pupils are often considerably far behind and the majority of them fail most of the 6eme national evaluation tests in French. They show a wide diversity of (non) performances which goes from (i) pupils who cannot decipher the most basic words and who often keep to logographic strategies ; (ii) pupils who just skim through texts and “imagine” probable contents at the risk of multiple misinterpretations ; (iii) more numerous pupils who are taken up by elementary deciphering procedures which therefore prevent them from having access to a global representation of the meaning of the texts. The study describes the few reading skills actually mastered by these pupils and, by comparison it defines the procedures they need to construct, reconstruct or complement in the graphophonological, orthographical, semanticosyntactic and discursive fields. We suggest adapted teaching strategies which should take the embryonic procedures of these pupils into account and include (i) processes with a metacognitive and metalinguistic objective ; (ii) lesson plans integrating the linguistic elements depending on the specific way texts are written ; (iii) adjusted and varied remediations aiming to make the recognition of words automatic ; (iiii) reading projects related to the text writing activity and the objectives of the other school subjects taught in collège. the risk of multiple misinterpretations ; (iii) more numerous pupils who are taken up by elementary deciphering procedures which therefore prevent them from having access to a global representation of the meaning of the texts. The study describes the few reading skills actually mastered by these pupils and, by comparison it defi nes the procedures they need to construct, reconstruct or complement in the graphophonological, orthographical, semanticosyntactic and discursive fi elds. We suggest adapted teaching strategies which should take the embryonic procedures of these pupils into account and include (i) processes with a metacognitive and metalinguistic objective ; (ii) lesson plans integrating the linguistic elements depending on the specifi c way texts are written ; (iii) adjusted and varied remediations aiming to make the recognition of words automatic ; (iiii) reading projects related to the text writing activity and the objectives of the other school subjects taught in collège.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle