Enseignement de la littératie volet oral au troisième cycle du primaire québécois : le cas de la compréhension orale
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Les élèves sont nombreux à entrer à l’école sans les compétences de base en littératie, entre autres en communication orale (Dionne, 2007b). Pourtant, il est reconnu qu’une maitrise de cette dernière est une condition de réussite (Burns et al., 2003; Groupe oral-Créteil, 1999 ;), que l’oral permet notamment de développer une vision du monde et de développer sa pensée (Chabanne et Bucheton, 2002; Plessis-Bélair, 2010, 2004). Plusieurs chercheurs québécois (Dumais et Lafontaine, 2011; Plessis-Bélair, 2012) s’intéressent à l’oral réflexif pour développer les compétences en production et en compréhension orales des élèves. C’est sur ces derniers aspects que porte notre contribution.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it