Understanding the Practices of Teaching Reading through Analyzing Discovering Text activities: Word Identification in “Cours Préparatoire”

Authors

  • François Simon

DOI:

https://doi.org/10.24452/sjer.29.1.4766

Keywords:

Teaching reading, Cours Préparatoire, teaching methods, discovering text, observation methods, word identification

Abstract

This article concerns the teaching reading method in Cours Préparatoire. The author relates to the most recent results in research on learning to read, particularly those from cognitive psychology, and refers to the paradigm of interactive and contextualized processes. The empirical work is an analysis of teacher’s action and children’s activities during a lesson on discovering a text. It leads to an explicit formalization of the processes which the students use in order to identify words in an extract of a text. This research offers access to the understanding of similar works which have the same goals, namely the observation, analysis and understanding of the main activities which constitute the practices of teaching reading..

Downloads

Download data is not yet available.

Downloads

Published

2007-06-01

How to Cite

Simon, F. (2007) “Understanding the Practices of Teaching Reading through Analyzing Discovering Text activities: Word Identification in ‘Cours Préparatoire’”, Swiss Journal of Educational Research, 29(1), pp. 95–124. doi:10.24452/sjer.29.1.4766.