Explorer les lieux et les temps de la lecture
(2015) Repères pour la rénovation de l’enseignement du français — n° 51, p. 1-201 (2015)
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- Authors
Dufays, Jean-Louis 
- Abstract
- (en) Given that the teaching and learning of reading is, in many ways, a continuous space and time travel, this issue focuses on the situation of pupil readers in their early years of learning, on their teachers’ practices, and on the educationalists’ work, seeking to better understand and guide each other’s activities. So here are considered alternately the way the students’ reading modalities vary according to context - formal or informal - and age (M. Brunel and J.-L. Dufays); the reception of gendered stereotypes conveyed by youth literature, in the museum and the school’s contrasted areas (A. Dias-Chiaruttini); the way a teacher organizes a novel’s different times in an "ordinary" classroom read-aloud activity (Br. Louichon); the analysis of a Grade 1 teacher’s practice while teaching reading and writing using literary texts (M. Fradet-Hannoyer); the steps by which new teachers become professionals of reading instruction (S. Briquet-Duhazé); a device that aims to promote ownership and memorization of readings by students (A. Perrin-Doucey and S. Warnet); the gradual implementation of the explicit learning of reading comprehension, using youth literature (P. Dupont); and the way fictional emotions allow the student-reader to physically relate to the character’s point of view (V. Larrivé).
- Affiliations
Citations
Dezutter, O., & Dufays, J.-L. (2015). Explorer les lieux et les temps de la lecture. Repères pour la rénovation de l’enseignement du français, 51, 1-201. https://hdl.handle.net/2078.5/245647 (Original work published 2015)