Une méthode d'approche de la compréhension en lecture silencieuse et en lecture à haute voix.

Abstract

The learning of reading should aim at producing good silent readers, but didactics now in use favour voiced reading, particularly in primary schools. Therefore, our hypothesis will be that silent reading favours understanding. In order to test it, we have used two texts similar as regards difficulties of reading, lexical frequency (vocabulary), syntagmatics. They are divergent only as to the narrative set-up. Related samples could be worked out through this device, as the same child was submitted to both silent and voice reading. 120 children have been studied (60 boys and 60 girls), 40 in their 3rd year at the elementary school, 40 in their 4th year, 40 in their 5th year. The evaluation of understanding was carried out through 6 questions — 4 dealing with memorized particulars and 2 appealing to a « proper understanding of the passage ». // the reckonings were made on global scores our hypothesis proved false. On the opposite, it revealed itself true if only the « proper understanding of the passage » was taken into account. We therefore feel that the pedagogical methods now in use are greatly accountable for these results. If we want children to become good readers, we will have to devote a lot to silent reading.