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55 | 2017
Littéracie et entrée dans l’écrit

Compétences des élèves et pratiques enseignantes
Literacy and Emergent Writing: Skills’ Learners and Teaching Practices
Edited by Corinne Totereau and Martine Dreyfus
Lidil, n° 55 (2017)
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ISBN 978-2-37747-002-0

The issue of learning “literacy” skills is a major concern for education systems, especially in France, where the findings of international surveys show that it does not manage to reduce inequalities in schools as well as other countries. Reading and writing practices at an early stage in primary schools are also an issue for theoretical debate, both in terms of the methods for observing, collecting, and analysing data about teaching practices and in terms of assessing pupils’ achievements and monitoring their progress. The various articles analyse teaching practices and their effects on learning by drawing on linguistics, educational science, and the didactics of French.

Florence Mauroux, Claudine Garcia-Debanc and Karine Duvignau have developed a grid to analyse teacher-pupil interactions and improve our understanding of teachers’ actions and their effects on the acquisition of writing skills during the first year of primary school. Isabelle Montésinos-Gelet, Marie Dupin de Saint-André and Annie Charron study the reading and writing skills in Canadian French of first grade pupils in Quebec based on the results of a learning programme of literary-reading for allophone pupils. Catherine Frier and Anne Vadcar examine the different ways of approaching the reading of storybooks in the first year of primary school, identifying the criteria for professional expertise. Marianne Tiré, Véronique Miguel Addisu and Catherine Frier examine the conditions for acculturation in writing at the beginning of schooling. Jessy Martin and Nathalie Lavoie assess the impact of word analysis—whether or not combined with word copying—on the development of lexical spelling skills in beginner writers. Samantha Ruvoletto analyses the problems of written segmentation posed by oral resyllabification in the field of writing skills acquisition and suggests appropriate teaching methods.
 

Editor’s notes

REMERCIEMENTS / ACKNOWLEDGEMENTS
Ont été sollicités pour évaluer les articles de ce numéro thématique :
Élisabeth Bautier, Stéphane Bonnery, Marie-Line Bosse, Catherine Brissaud, Ana Dias-Chiaruttini, Jean-Louis Dufays, Céline Dugua, Catherine Frier, Claudine Garcia-Debanc, Francis Grossmann, Loïc Liégeois, Laurent Lima, Catherine Pellenq, Céline Piquée, Bruno Suchaut.

Et pour la rubrique Varia :
Isabelle Delcambre, Jean-François de Pietro, Marie-Laure Elalouf, Marie-Christine Pollet, Françoise Raby, Denyse Toffoli. 

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