Skip to Main content Skip to Navigation
Conference papers

Récits oraux, interventions dialogiques et leur lien avec les compétences en lecture et écriture chez l'enfant français de 5 à 8 ans.

Abstract : Previous studies have shown that children produce more coherently structured and mind-oriented narratives after participating in conversations that solicit children's attention on the reasons of the story events. We believe that promoting narrative skills is not only an important achievement in itself but also a useful approach for improving children's reading comprehension. This study presents the progression of children's oral narratives in the construction of a story based on pictures and in the recall of a story read by the experimenter, and how such a progression relates to measures of emergent reading and writing skills and to two theory of mind tasks. To this effect, 100 children between 5 and 8 years (25 per age group) participated in the different phases of the study. Preliminary results confirm that the dialogical procedure promotes in some children more structured and evaluative narratives, a progression that correlates with children's emergent reading and writing skills.
Document type :
Conference papers
Complete list of metadatas

https://halshs.archives-ouvertes.fr/halshs-00634774
Contributor : Edy Veneziano <>
Submitted on : Sunday, October 23, 2011 - 11:09:31 AM
Last modification on : Monday, December 14, 2020 - 6:12:25 PM

Identifiers

  • HAL Id : halshs-00634774, version 1

Citation

Helène Makdissi, Edy Veneziano, Laetitia Albert, Marie Pierre Baron, Andrée Boisclair, et al.. Récits oraux, interventions dialogiques et leur lien avec les compétences en lecture et écriture chez l'enfant français de 5 à 8 ans.. 17th European Conference on Reading: Literacy and Diversity., Jul 2011, Mons, Belgique. ⟨halshs-00634774⟩

Share

Metrics

Record views

873