Apprendre à lire à l'école : les limites d'une approche ...

Apprendre à lire à l’école : les limites d’une approche idéovisuelle

Article paru dans Psychologie Française de septembre 2000 (45-3)

Roland Goigoux

Maître de Conférence à l’IUFM d’Auvergne, membre du Laboratoire « Cognition et activités
finalisées »

Thèmes de recherche :
Apprentissage de la langue écrite ;
Didactique du français ;
Développement des compétences professionnelles des enseignants

Laboratoire « Cognition et activités finalisées »
ESA CNRS 7021, Université de Paris 8
2, rue de la Liberté, F.
93526 Saint Denis Cedex 02
rgoigoux@auvergne.iufm.fr


ABSTRACT

The reading performances of 76 school children benefiting from two contrasting teaching
methods (a purely ideovisual approach and a modified phonic approach) were compared at
the end of a 28 month longitudinal study. This study lasted from the “grande section” (the
end of the last year of nursery school) to the beginning of the second year of the “cours
élémentaire”, the CE2 (the third year in primary French school). The children who received
the ideovisual teaching method obtained significantly lower scores than the other group
during the national tests at the beginning of the CE2 despite equivalent results at the end of
the nursery school. The speed with which they identified written words was slower than that
of the children who used the renewed phonic method. The absence of any teaching of
graphophonological code appears to be an obstacle to the development of reading ...