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État de publication: Publiée (2011 ,19 Juillet )
Type de présentation: Communication
Nom de la rencontre: International Conference on the Study of Child Language (IASCL)
Lieu: Montréal, Canada
Résumé: Remediation programs aiming at improving children's reading comprehension most often focus on low-level units (letters, phonological awareness and local decoding) as if mastery at this level were sufficient for the comprehension of texts. Several studies show that this is not so straightforward. Indeed, children may very well master low-level decoding without understanding what they are reading. We believe that promoting narrative skills is a more useful and efficient approach. In this study we present the progression of children's oral and written discourse as they relate to writing and reading skills. 20 children with language difficulties (SLI??) were seen at the beginning and at the end of the first year of schooling (when they were respectively, around 6 and 7 years of age). At each time, two measures of structured oral narratives (recall of a story and construction of a story from a set of images) and measures of emergent reading and writing were gathered. At the end of the year two additional measures concerned reading comprehension (recall and inferential questions) and the writing up of a story. In between these two time periods children participated in "pedagogical interventions" centered on the causal links among events of narratives, through oral and written productions. Results show a progression in the structure and in the morphosyntactic extension (T-units) of oral narratives, a progression that correlates with the reading and writing capacities at the end of the school year. Results are discussed in relation to the pedagogical and interactional model implemented.
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