QUAND CHERCHEUSES ET INTERVENANTES SCOLAIRES S’UNISSENT POUR RÉPONDRE AUX BESOINS DES JEUNES LECTEURS EN DIFFICULTÉ DE MILIEU DÉFAVORISÉ
Keywords:
Enseignement de la lecture, difficultés d’apprentissage, Études collaborative, Élèves du primaire, collaboration entre intervenants, Reading teaching, learning difficulties, Collaborative studies, Primary school pupils, collaborationAbstract
RÉSUMÉ. Cet article décrit les effets d'une étude collaborative qui visait à appuyer, auprès de quatre enseignantes du troisième cycle du primaire, la construction de pratiques d'enseignement de la lecture basées sur les besoins du milieu et les recherches scientifiques récentes. Les analyses de données provenant d'entrevues menées auprès des enseignantes et de tests de compréhension administrés aux élèves (N=88) suggèrent que la collaboration entre intervenants a des effets sur les pratiques et les expériences des enseignantes qui se traduisent par des apprentissages en lecture chez les élèves.
RESEARCHERS AND PRACTITIONERS WORKING TOGETHER TO ANSWER THE NEEDS OF AT-RISK YOUNG READERS
ABSTRACT. This article describes the effects of a collaborative study with four school teachers at the third cycle elementary level, aimed at supporting the development of teaching methods for reading based on community needs and recent scientific research. The data analyses from interviews conducted with the teachers and comprehension tests administered to pupils (N=88) suggest that collaboration among educators affects teachers' methods and experiences, resulting in reading development among pupils.
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