Apprentissage de la lecture et développement de la pensée logique : les processus de compréhension dans l’accès au langage écrit

Abstract : The theoretical study and functional analysis of written language demonstrate that, compared with spoken language, writing is endowed with specific functions and patterning. It therefore constitutes an object of learning of its own, having its proper requirements. The reading-writing act thus draws on particular cognitive processes. The study of such processes defined in terms of comprehension strategies, is based on experimental exercises given to infant classes. Several strategies are made out and related to the levels of development of logical thinking such as they appear in Piaget's operation theory. The demonstration is made that there exist relations between the characteristics of the various comprehension strategies children resort to and the levels of operations, whether mastered or not, such as seriation, classification, and conservation operations. More marked still is the clear differentiation between the comprehension strategies of pre-operating children and those of children mastering concrete operations. The hypotheses made above are thereby confirmed. Ultimately the pedagogical consequences are drawn from the observations made and the results obtained.
Document type :
Theses
File URL :
http://docnum.univ-lorraine.fr/prive/BUL_T_1990_0019_CHARPENTIER.pdf
Complete list of metadatas

https://hal.univ-lorraine.fr/tel-01776822
Contributor : Administrateur Du Ccsd <>
Submitted on : Tuesday, April 24, 2018 - 4:06:51 PM
Last modification on : Tuesday, September 17, 2019 - 9:46:48 AM

Identifiers

  • HAL Id : tel-01776822, version 1

Collections

Citation

Jacky Charpentier. Apprentissage de la lecture et développement de la pensée logique : les processus de compréhension dans l’accès au langage écrit. Education. Université Nancy 2, 1990. Français. ⟨NNT : 1990NAN21019⟩. ⟨tel-01776822⟩

Share

Metrics

Record views

9