Les deux révisions précédentesRévision précédenteProchaine révision | Révision précédente |
didactiques_disciplines_non_scientifiques [2022/07/04 23:52] – [Lecture/écriture] villersd | didactiques_disciplines_non_scientifiques [2023/07/22 02:56] (Version actuelle) – villersd |
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* [[http://www.cafepedagogique.net/lexpresso/Pages/2014/01/03012014Article635243315644708189.aspx|Lecture : Goigoux répond à Dehaene ]] | * [[http://www.cafepedagogique.net/lexpresso/Pages/2014/01/03012014Article635243315644708189.aspx|Lecture : Goigoux répond à Dehaene ]] |
* [[https://www.lamontagne.fr/clermont-ferrand/education/puy-de-dome/2017/12/21/roland-goigoux-chercheur-a-clermont-ferrand-les-eleves-ne-sont-pas-formes-a-la-comprehension-en-lecture-_12672595.html|Roland Goigoux, chercheur à Clermont-Ferrand : « Les élèves ne sont pas formés à la compréhension en lecture »]], 21/12/2017 | * [[https://www.lamontagne.fr/clermont-ferrand/education/puy-de-dome/2017/12/21/roland-goigoux-chercheur-a-clermont-ferrand-les-eleves-ne-sont-pas-formes-a-la-comprehension-en-lecture-_12672595.html|Roland Goigoux, chercheur à Clermont-Ferrand : « Les élèves ne sont pas formés à la compréhension en lecture »]], 21/12/2017 |
| * [[https://dumas.ccsd.cnrs.fr/dumas-02404188|Les apports de la méthode phonético-gestuelle développée par Suzanne Borel Maisonny dans l'apprentissage de la lecture]] Laura Legout (thèse) |
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Belgique : | Belgique : |
* Relation lecture/écriture et performances en mathématiques | * Relation lecture/écriture et performances en mathématiques |
* [[https://osf.io/v8h29/|Reading to Learn? The Co-Development of Mathematics and Reading During Primary School]] Nicolas H Christine Merrell Helen Cramman John Little David Bolden Benjamin Nagengast preprint DOI: 10.31219/osf.io/v8h29 → "Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results, with some studies suggesting that mathematics is the leading indicator in this developmental process, whereas others have suggested that reading is. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the UK aged 5 to 12 (49% girls). The results suggest a positive relation between the development of the two domains. In addition, a statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were substantially smaller for students with a higher prior performance in mathematics." | * [[https://osf.io/v8h29/|Reading to Learn? The Co-Development of Mathematics and Reading During Primary School]] Nicolas H Christine Merrell Helen Cramman John Little David Bolden Benjamin Nagengast preprint DOI: 10.31219/osf.io/v8h29 → "Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results, with some studies suggesting that mathematics is the leading indicator in this developmental process, whereas others have suggested that reading is. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the UK aged 5 to 12 (49% girls). The results suggest a positive relation between the development of the two domains. In addition, a statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were substantially smaller for students with a higher prior performance in mathematics." |
| * [[https://www.psychologytoday.com/us/blog/raising-readers-writers-and-spellers/202306/making-the-most-of-neuroscience-for-teaching| Making the Most of Neuroscience for Teaching Reading - Many children struggle with learning to read. Neuroscience offers a better way]] Psychology Today, 21/06/2023 |
| * [[https://twitter.com/missypurcell1/status/1672672213009408001]] |
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* [[https://lpc.univ-amu.fr/fr/graphogame]] | * [[https://lpc.univ-amu.fr/fr/graphogame]] |
* [[https://learningspy.co.uk/reading/problem-reading-along/|The problem with ‘reading along’]], David Didau, march 2017 | * [[https://learningspy.co.uk/reading/problem-reading-along/|The problem with ‘reading along’]], David Didau, march 2017 |
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| * âge idéal pour l'apprentissage de la lecture (6 ans) : [[https://bold.expert/how-the-brain-changes-as-children-learn-to-read/|How the brain changes as children learn to read]] |
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==== Importance de l'écriture manuscrite ==== | ==== Importance de l'écriture manuscrite ==== |
* [[https://journals.sagepub.com/doi/abs/10.1177/0963721417709821|The Importance of Handwriting Experience on the Development of the Literate Brain]] Karin H. James, Current Directions in Psychological Science, Volume: 26 issue: 6, page(s): 502-508, 2017 DOI: 10.1177/0963721417709821 + [[https://www.researchgate.net/publication/320955696_The_Importance_of_Handwriting_Experience_on_the_Development_of_the_Literate_Brain|lien ResearchGate]] | * [[https://journals.sagepub.com/doi/abs/10.1177/0963721417709821|The Importance of Handwriting Experience on the Development of the Literate Brain]] Karin H. James, Current Directions in Psychological Science, Volume: 26 issue: 6, page(s): 502-508, 2017 DOI: 10.1177/0963721417709821 + [[https://www.researchgate.net/publication/320955696_The_Importance_of_Handwriting_Experience_on_the_Development_of_the_Literate_Brain|lien ResearchGate]] |