Academic literature on the topic 'Compréhension en situation de lecture'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Compréhension en situation de lecture.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Compréhension en situation de lecture":
Ehrlich, Stéphane, Patricia Arnaud, and Alain Bert Erboul. "Thématisation, compréhension et vitesse de lecture de textes par des enfants." L’Orientation scolaire et professionnelle 14, no. 4 (1985): 331–39. http://dx.doi.org/10.3406/binop.1985.3930.
Rossi, Jean-Pierre, and Marie-France Ehrlich. "Stratégies de lecture et compréhension de textes : étude de différences individuelles." L’Orientation scolaire et professionnelle 14, no. 4 (1985): 341–50. http://dx.doi.org/10.3406/binop.1985.3931.
Leuwers, Christel, and Séverine Casalis. "Développement de la compréhension syntaxique en situation de lecture et d’écoute." Revue française de linguistique appliquée II-2, no. 2 (1997): 51. http://dx.doi.org/10.3917/rfla.022.0051.
Boyer, Jean-Yves. "L’utilisation de la structure textuelle pour la lecture des textes documentaires au primaire." Revue des sciences de l'éducation 11, no. 2 (November 30, 2009): 219–32. http://dx.doi.org/10.7202/900491ar.
Aeby Daghé, Sandrine. "L’enseignement de la lecture à Genève: quel objet enseigné ? quel objet évalué ?" Swiss Journal of Educational Research 32, no. 3 (December 1, 2010): 467–88. http://dx.doi.org/10.24452/sjer.32.3.4844.
Séguin, Serge P. "L’influence de la compréhension en lecture sur les résultats aux tests utilisés en éducation." Revue des sciences de l'éducation 7, no. 1 (November 2, 2009): 37–46. http://dx.doi.org/10.7202/900315ar.
Masson, Caroline. "Parler à et avec les enfants en crèche : conduites langagières et dialogiques des adultes et des enfants en situation de lecture partagée et de jeu libre." SHS Web of Conferences 138 (2022): 09008. http://dx.doi.org/10.1051/shsconf/202213809008.
Koninckx, Guy. "Les parcours de transition d'Ungersheim : Être aspiré par le chaos des crises ou emprunter des trajectoires de résiliences." Acta Europeana Systemica 8 (July 10, 2020): 307–12. http://dx.doi.org/10.14428/aes.v8i1.56483.
Li, Miao. "La naissance de l’agentivité romanesque : une lecture féministe de La Princesse de Clèves." Convergences francophones 1, no. 1 (June 2, 2014): 48–66. http://dx.doi.org/10.29173/cf130.
Baron, Marie-Pierre, Hélène Makdissi, and Andrée Boisclair. "Développement discursif de l’enfant sourd : récit et morphosyntaxe." Éducation et francophonie 39, no. 1 (June 27, 2011): 26–53. http://dx.doi.org/10.7202/1004328ar.
Dissertations / Theses on the topic "Compréhension en situation de lecture":
Bojacá, Blanca. "Activité discursive explicative et dialogue scolaire : analyse de pratiques de compréhension de lecture en situation de "monitorat"." Paris 5, 2008. http://www.theses.fr/2008PA05H127.
The study characterizes and analyses the explanatory activity on dialogues of classes in kindergarten, primary school and first level of college, in reading lessons. The work is composed of two parts: the first includes theory of dialogue and explanation. The second analyzes the explanatory moments according to different entries: the management of language categories by different types of explanatory connections; the speaker's places in the dialogical exchanges related to the components: explanandum-explanans, and the chains of thematic sequences among the explanatory episodes. The quantitative analyze reveals that there are no significant differences between the classes, associated neither to the school levels nor the type of text. However, the qualitative analyze shows that the presence and effectiveness of the explanatory classes' activity is related to the discursive practices of teachers in initial and retroactive position of the exchanges
Gelpe, Dominique. "Le rôle du contexte dans la compréhension de textes." Bordeaux 2, 1991. http://www.theses.fr/1991BOR21007.
Guinet, Hélène. "Développement des processus inférentiels chez l'enfant de 8 à 11 ans lors d'une activité de compréhension en situation de lecture." Electronic Thesis or Diss., Paris 8, 2023. http://www.theses.fr/2023PA080010.
The main goal of this thesis is to deepen the knowledge on the functioning of the processes involved in inference-making during development. Studies which have been conducted with children show a quantitative and qualitative increase in these skills during development but there is no consensus among researchers. We based our analyses on the RI-Val model (Cook & O'Brien, 2014, 2015; O'Brien & Cook, 2016a, 2016b) and proposed a developmental approach, in order to examine the extent to which the speed of access to information in memory and the position of the coherence threshold, two factors on which the course of the processes depends, can explain the development of inferential performance. Over 2 experiments we investigate the role of these factors and each study includes three types of analysis: longitudinal, cross-sectional and cluster analysis according to the child's language skills. Overall, the results obtained corroborate a three-process inferential functioning in children as described by the RI-Val model. By revealing a significant effect of access speed in fourth graders and children with a good level of vocabulary, the results underline the importance of lexical quality and the relationship between semantic network construction and inferential abilities. However, they question the criteria that define how children move to subsequent text and the way in which the model can account for the development of inferential performance, and open new perspectives concerning pedagogical possibilities
Boganika, Luciane. "Le défi de l'éducation au Brésil et en France : Le processus de lecture des jeunes et des adultes en situation de réinsertion scolaire dans la perspective d'une reprise d'études." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL023/document.
In terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension
Szafrajzen, Barbara. "Lecture communicationnelle de deux dispositifs d'apprentissage au sein d'un même département universitaire. Le cas de la Licence en Sciences de l’information et de la communication." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30054.
This document suggests understanding better the educational functionings and communicationnels of two devices of learning within the same university department: the case of a License in Sciences of the information and the communication. This comprehensive approach with exploratory aim leaves the postulate that the sense builds itself only in situation and in interaction the device of learning, so adopting a épistémologique position outcome of a " constructivist agreement ". The research wishes to understand how are learners co-build their collective reality through their significant experiences of learning. The emergence of models of reading stemming from the double analytical anchoring (methods of the qualitative systematism and of semiotics situationnelle) also highlights the dynamics and the logic of the systems, the rules of the game and the latent debate between the actors in presence. In addition to this communicationnelle reading, this research with aim heuristics offers a wide answer in methodological term (in particular through the proposition of the gradual dialectical technique). It is in the sense that this document represents a first base so as to base a more empirical reflection, both on the methods of analysis and on the place of information technologies and communication in the current university landscape
Renau, Op't'Hoog Céline. "Influence de la dimension spatiale et des capacités mnésiques des lecteurs sur les processus de suppression et de réactivation d’informations textuelles." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20117/document.
The objective of this research is to study an aspect of comprehension text; the construction of the mental representation and the preservation of coherence, according to working memory capacities of the reader. To understand a text, the reader is brought to elaborate a mental representation of the situation evoked by this one (i.e., the model of situation). To this aim, the reader should put in relation the information in the course of treatment with those handled earlier and delete information became irrelevant to maintain the coherence of the meaning (Kintsch, 1998; Gernsbacher, 1990). Memorial skills are thus essential in the implementation of this coherence. Besides, this research of coherence should be made from several dimensions of the text, namely the spatiality, the temporality, the causality, and the emotion (Zwaan, Langston and Graesser, on 1995).Our first objective was to highlight the existence of the mechanism of suppression of the spatial information during the construction of the mental representation. For that purpose, we presented texts containing two spatial informations, one of this information was developed in a preferential way (the other one becoming irrelevant) and we made vary the quantity of textual data presented according to texts. This protocol allowed us to test the inhibition, and the suppression of this spatial information. To study the link between working memory capacities and the process of suppression, we used a test that evaluates the capacity of the working memory of the participants (i.e. Corsi’s blocks).Our second objective was to test in a more complete way the implementation of inhibition and suppression processes during reading of a text according to the type of presented information (relevant, irrelevant and incoherent with the story of the text).Obtained results allowed us to confirm the existence of a process of inhibition which intervenes for the incoherent information of a text, and a mechanism of suppression occurring for the irrelevant information. The inconsistent information seems to be inhibited at first, before definitively eliminated by the mental representation of the text. These two processes are necessary to the construction of a coherent model of situation of a text
Rouet, Jean-François. "Compréhension de textes didactiques par des lecteurs inexpérimentés : dans des situations d'interaction sujet-ordinateur." Poitiers, 1991. http://www.theses.fr/1991POIT5005.
In the first part of this work, we study different kinds of knowledge involved in text comprehension: general world knowledge, linguistic knowledge, and metacognitive knowledge. We review several studies that show that text comprehension requires complex cognitive strategies. It is concluded that the lack of such strategies is a source of difficulties for inexperienced readers (ir). In the second part, we study the general properties of electronic inforlation systems, as well as several techniques of on-line comprehension help. Then, we present hypertext systems from a cognitive point of view. We propose several hypotheses concerning the functionning of subjects during non-linear text processing. In the thrid part, we present several experiments on the use of simple hypertexts by ir: the results demonstrate the effects fo several content and presentationparameters on subjects'performance. Reading and selection strategies also vary according to training and reading objectives. The results are interpreted within a model of "cognitive target-representations
Fasce, Nicole. "Etude des processus d'inférence dans la compréhension de textes." Aix-Marseille 1, 1989. http://www.theses.fr/1989AIX10069.
The first part presents, after a review of some memory and knowledge representation theories, a point of research in artificial intelligence and in psychology of language, about the activity of comprehension - memorization of text. A model, based on this first part, is presented in second part : it consistes of determination of the inferences elaboration role in text comprehension. The model considers a possible control of informations hierarchization process during text representation construction, by inferencial processing. This involves a relation between informations hierarchies and infernces. Also the model supposes schemata intervention. The hypothesis are tested in a series of experiences. The results indicate that inferences elaboration is tied with hierarchical level of information and occurs during text presentation, and, that a priming-text reading influences the type of inferences in a memorization task. The results justify new hypothesis on text comprehension activity developpment
Juanéda-Albarède, Christiane. "L'enfant et l'apprentissage de la lecture en France, au XIXe siècle : lecture et compréhension." Paris 5, 1990. http://www.theses.fr/1990PA05H070.
Hundreds of reading methods were conceived in France in the 19th century| how can we explain this phenomenon? There are political, economical and social factors as well as psychological and human ones which explain this widespread desire to improve the current practices beside ways considered by some as means, some authors suggest more important changes of the methods themselves. M. A. Peigne, for instance, emphasizing the fact that understanding what he reads is fundamental for a child, provokes what prost qualifies as a pedagogical "revolution" but in the 18th century, N. Adam's method of "mots entiers" gave importance to the notion that a child must understand what he reads. Nevertheless, such a method was reserved to private tutoring whereas with Peigne. In 1831, those ideas are applied to all school children. A few years before Peigne, two authors, orgeret and jacotot had used the theory of "mots entiers" a high number of methods throughout the 19th century give to a certain extent , an important place to reading and understanding but only nime of them among the 562 listed begin by "mots entiers" from the very first lessons. On the one hand peigne's method and on the other hand the analytic methods, a double "revolution" in the 19th century occurs in reading practises, one seems to be adapted to the teaching of read. In of that period, the other totally modify the current practises. Though the methoddology of "mots entiers" does not become current practise. The idea makes it way
Dumoulin, Catherine. "Intégration pédagogique des NTIC en compréhension de la lecture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40545.pdf.
Books on the topic "Compréhension en situation de lecture":
Chayer, Lucille Paquette. Compréhension de lecture. Montréal, Qué: Éditions de la Chenelière, 2000.
Giasson-Lachance, Jocelyne. La compréhension en lecture. Boucherville, Qué: Morin, 1990.
Richaudeau, François. Sur la lecture. Paris: Michel, 1992.
Tranquille, Pierrette. Je lis!: Exercices de compréhension de lecture. Montréal: Didier, 2007.
Lavoie, Shane Kenneth. Les processus psycholinguistiques en compréhension de lecture. Sudbury, Ont: Département de français, Université Laurentienne, 1992.
Jamet, Éric. Lecture et réussite scolaire. Paris: Dunod, 1997.
Boyer, Christian. L 'enseignement explicite de la compréhension en lecture. Boucherville, Qué: Éditions Graficor, 1993.
Alberta. Direction de l'éducation française. Une lecture, mille et une réflexions: Cahier de réflexion sur le processus de lecture. Edmonton: Alberta Education, Direction de l'éducation française, 1998.
Rémond, Martine. Évaluer leur savoir lire. Paris: Institut national de recherche pédagogique, 1986.
Foucambert, Jean. L' Enfant, le maître et la lecture. Paris: Nathan, 1994.
Book chapters on the topic "Compréhension en situation de lecture":
Lang, P., W. Obermair, and M. Schrefl. "Situation diagrams." In Lecture Notes in Computer Science, 400–421. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0034697.
Bauer, Gottfried H. "Global Energy Situation." In Lecture Notes in Physics, 5–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46684-1_2.
Nalbandyan, Narek, Uwe Glässer, Hamed Yaghoubi Shahir, and Hans Wehn. "Distributed Situation Analysis." In Lecture Notes in Computer Science, 158–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43652-3_14.
Yang, Pan. "Undergraduate Employment Situation Analysis." In Lecture Notes in Electrical Engineering, 147–54. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_20.
Machado, Alencar, Ana Marilza Pernas, Leandro Krug Wives, and José Palazzo Moreira de Oliveira. "Situation-Aware Smart Environment Modeling." In Lecture Notes in Computer Science, 139–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14139-8_16.
Urlings, Pierre, Jeffrey Tweedale, Christos Sioutis, and Nikhil Ichalkaranje. "Intelligent Agents and Situation Awareness." In Lecture Notes in Computer Science, 723–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45226-3_99.
Randles, Martin, David England, and A. Taleb-Bendiab. "Task Modelling Using Situation Calculus." In Lecture Notes in Computer Science, 103–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11797-8_9.
Reulke, Ralf, Dominik Rueß, Kristian Manthey, and Andreas Luber. "Traffic Observation and Situation Assessment." In Lecture Notes in Computer Science, 419–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34091-8_19.
Claßen, Jens, Gerhard Lakemeyer, and Benjamin Zarrieß. "Situation Calculus Meets Description Logics." In Lecture Notes in Computer Science, 240–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22102-7_11.
Skaarup, Søren. "Taking Stock of the Situation." In Lecture Notes in Computer Science, 386–401. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15086-9_25.
Conference papers on the topic "Compréhension en situation de lecture":
Liu, Zhanhong, and Fang Dong. "Geography Micro-lecture Situation Investigation and Teaching Strategy Optimization." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.30.
Truong, Hoang Le. "Des perspectives didactiques de la notion de genre de discours à une approche didactique de la lecture-compréhension en FLE." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010028.
Foucambert, D. "Lhabileté syntaxique est-elle un gage dune bonne compréhension en lecture ? Analyse des performances de lecteurs de 8-9 ans." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08035.
Men, Tao, Guihong Zhang, and Yan Sun. "Exploration and Practice of Teacher-student Collaboration in Micro-lecture Construction under the Epidemic Situation." In ICDTE 2022: 2022 6th International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3568739.3568784.
Onishi, M., and K. Fukunaga. "Shooting the lecture scene using computer-controlled cameras based on situation understanding and evaluation of video images." In Proceedings of the 17th International Conference on Pattern Recognition, 2004. ICPR 2004. IEEE, 2004. http://dx.doi.org/10.1109/icpr.2004.1334333.
Mengel, Swetlana. "The cultural-lingustic situation in Russia from the end of the 17th until the first third of the 18th century in prospects of foreign first Russian grammar-authors." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.16.
Đorđević, Ana, and Marija Jovic. "The current situation and prospects for German as a foreign and technical language at universities of applied sciences in Serbia." In 1st International Scientific Conference on Economy, Management and Information Technologies – ICEMIT 2023. Toplica Academy of Applied Studies, Department of Business Studies Blace, 2023. http://dx.doi.org/10.46793/icemit23.355c.
PELLETIER, Petra, Cécile McLaughlin, Claire Lefort, Magali BOESPFLUG, Sophie ALAIN, and Erwan FERRANDON. "Pandémie de COVID-19 : Les défis méthodologiques de la recherche sociétale actuelle." In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.433.
Cohen, Shimon, Joyce Currie Little, and Janice Sipior. "PANEL: The future of brick & Mortar universities vs. E-Learning Universities." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2400.
Spakovszky, Zoltán S. "Instabilities Everywhere! Hard Problems in Aero-Engines." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-60864.
Reports on the topic "Compréhension en situation de lecture":
Laroche, Hervé, and Véronique Steyer. L’apport des théories du sensemaking à la compréhension des risques et des crises. Fondation pour une culture de sécurité industrielle, October 2012. http://dx.doi.org/10.57071/208snv.
Torre, Costanza. Considérations clés : Mobiliser les « personnes en déplacement » pour promouvoir l’acceptation du vaccin contre la COVID-19 en Italie. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.023.