La conscience morphologique et sa contribution dans l’identification des mots écrits chez des élèves arabophones de 3e et de 4e année scolarisés en français
Bibliographic record
Abstract
Résumé Cette étude vise à vérifier si les élèves arabophones de 3e et de 4e année du primaire scolarisés en français développent la conscience morphologique en français et si cette conscience contribue dans l’identification des mots écrits dans cette langue. Pour ce faire, des mesures de conscience morphologique, d’identification de mots écrits, de conscience phonologique, d’intelligence non verbale et de dénomination rapide ont été prises. Nos résultats montrent que les élèves arabophones développent la conscience morphologique en français selon une trajectoire similaire à celle de leurs pairs en L1. Nos résultats suggèrent également que la conscience morphologique aurait une contribution unique dans la précision de l’identification des mots écrits plurimorphémiques. En revanche, cette capacité n’aurait pas de contribution unique dans la rapidité d’identification de ces mots pour les élèves de ces niveaux scolaires. Ces résultats corroborent les résultats de recherches en L1 et en L2 qui mettent en évidence la contribution de la conscience morphologique dans l’identification des mots écrits. Abstract The aim of this study is to investigate if Arabic-speaking third and fourth graders attending French schools develop morphological awareness in French, and if this awareness contributes to word identification in this language. Tests on morphological awareness, word identification, phonological awareness, non-verbal intelligence, and rapid naming were administered to 53 participants. The findings indicate that Arabic-speaking students develop their morphological awareness according to a trajectory similar to their peers for whom French is the L1. Our results also suggest that morphological awareness made a unique contribution to the accuracy of identification of morphologically complex words. These findings corroborate results of previous L1 and L2 research exploring the morphological awareness contribution to word identification.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".