|2003-1||Regards nouveaux sur la lecture et l'écriture|
(New outlooks on reading and writing)
|Click the book to abstract!||This issue has been put on line in its integrality on the Cairn portal: Cairn.info|
Catherine BRISSAUD & Jean-Pierre JAFFRÉ (IUFM Grenoble / CNRS-Paris)Regards nouveaux sur la lecture et l'écriture(New insights in reading and writing)pp. 5-14
Jean-Marie BESSE, Stéphanie GARGIULO & Alexandra RICCI (Lyon 2)Phonologie, phonographie et morphographie à l'épreuve de la production écrite(Phonology, phonography and morphology and their role in acquiring writing skills)pp. 15-33
This article intends to show that the study of the activity of the writer informs us about access to the phonographical principle, at least as well as the study of phono-logical awareness. Two research projects are presented, the first one about young children who learn to read, the other one on illiterate adults. They show how these persons are faced with a complex management of phonographical and morphological principles in their writing. The study of phonographical awareness cannot be dissociated from morpho-graphical awareness.
Kalliopi CHLIOUNAKI & Peter BRYANT (Oxford, Grande-Bretagne)Choosing the right spelling in Greek : morphology helpspp. 35-45
The spelling of the vowel sound /i/ in Greek inflections depends on the morphological status of the word involved, whereas no morphological spelling rule determines the correct spelling for this sound in word stems. We report the results of a 13-month longitudinal study in which we investigated the spellings by 105 Greek children of the sound /i/ both in stems and in inflections in real words, and in pseudo-word inflections too. The children were generally more successful with words in which the correct spelling of the sound was a single letter ("i" and "h") than when it was a digraph ("ei" and "oi"). Rote learning and also morphological-rule learning both clearly contributed to the correct spelling of "i", "h", "ei", and "oi".
K.C. TSAI & Terezinha NUNES (Tzu-Chi University, Taiwan / Oxford Brookes University, Grande-Breta)The effect of character structure on children's learning of chinese pseudo-characterspp. 47-61
The main organising feature of the Chinese writing system is the ideophonetic compound - that is, a character structure with two elements, a semantic radical, which gives a clue to the meaning of the character, and a phonological component, which gives a clue to the pronunciation. In a previous investigation, it was shown that children use this character structure when learning novel Chinese characters (Tsai & Nunes, in press): pseudo-characters that fit the ideophonetic compound structure were learned more easily than those that violate it, irrespective of the children's age and of testing mode (reading or writing). The aim of this study was to examine further how this character schema affects children's learning by varying the level of agreement between the pseudo-characters and the ideophonetic compound structure and the type of phonological rules used in obtaining pronunciation. In our experiments learning was significantly affected independently by the transparency of the semantic radical and the regularity of the phonological component.
Liliane SPRENGER-CHAROLLES & Willy SERNICLAES (CNRS-Paris V)Acquisition de la lecture et de l’écriture et dyslexie. Revue de littérature(Acquisition of reading and writing skills and dyslexia: Review of the literature)pp. 63-90
The aim of this paper is to present an overview of the processes involved in reading/spelling acquisition as well as possible explanations of developmental pathologies. Results obtained in English, French, German, Spanish and Italian are examined. All these languages have alphabetic spelling systems but differ as to the "transparency" of the grapheme-phoneme relationship. The results of these studies enable to separate the parameters common to different languages from those that are language-specific both in the acquisition of reading and spelling and in the genesis of dyslexia. The review of the literature also allows to sustain a strong phonological hypothesis, namely that the successes and failures specific to reading (and spelling) depend on the one hand on the transparency of the grapho-phonological relations in the writing system and, on the other hand, on the quality of the phonemic representations of the subject
Sylvia TOPOUZKHANIAN (Lyon)Bilitéracie et genèse de l'écrit(Biliteracy and the genesis of writing skills)pp. 91-105
This article deals with the simultaneous acquisition of two scripts, French and Western Armenian, the latter being a diasporic language. The purpose is to define the cognitive behaviour of young beginning reader- writers facing two different alphabetical codes. The study focuses on 15 subjects attending a private Armenian school in France. A comparative analysis of the samples gathered (transverse and longitudinal) from upper kindergarten level to second grade enabled the study of the various aspects of this access to reading and writing in this bilingual context. This reflection allows to make progress in the knowledge of the strategies of the child exposed to biliteracy.
Christine BARRÉ-DE MINIAC (IUFM Grenoble)Savoir lire et écrire dans une société donnée(Learning to read and to write in a given society)pp. 107-120
This paper deals with how cognitive, social and cultural aspects of the learning of writing cannot be separated from writing practices. First, the complex and changing nature of writing is examined in light of an increase in mass teaching , new requirements for employment and new developments in IT. Three research approaches are then presented. They converge towards a wider definition of reading/writing which emphasizes the cultural roots of language practices. These research perspectives are illustrated by empirical data related to reading and writing representations.
Régine PIERRE (Montréal, Canada)Entre alphabétisation et littératie : les enjeux didactiques(Between alphabetisation and literacy: didactic challenges)pp. 121-136
The concept of literacy has only recently been recognized in French though it was introduced twenty years ago. Opponents argued that it was redundant with the concept of alphabetisation which was traditionally used as the translation of literacy. Paradoxically, this position was sustained by promotors of the Whole-Language Approach though it is founded on the opposition to the traditional methods which were grounded on the concept of alphabetisation. Now that the Whole-Language Approach is contested, should we agree with them and return to more traditional methods? As we will try to demonstrate in this paper, this would reveal misunderstanding of the epistemological foundations of the debate and ignore the lessons from history.
Le français en Algérie. Lexique et dynamique des langues, de A. Queffélec & al.
par J. Sablayrollespp. 137-138
Cours de didactique du français langue étrangère et seconde, de J. Cuq & I. Gruca
par J. Binonpp. 139-141