Titre :

Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French

Auteur(s) :

Javourey - Drevet, Ludivine [Auteur]
Laboratoire de psychologie cognitive [LPC]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Dufau, Stéphane [Auteur]
Laboratoire de psychologie cognitive [LPC]
François, Thomas [Auteur]
Université Catholique de Louvain = Catholic University of Louvain [UCL]
Gala, Núria [Auteur]
Laboratoire Parole et Langage [LPL]
Ginestié, Jacques [Auteur]
Apprentissage, Didactique, Evaluation, Formation [ADEF]
Ziegler, Johannes C. [Auteur]
Laboratoire de psychologie cognitive [LPC]
Aix Marseille Université [AMU]

Titre de la revue :

Applied Psycholinguistics

Numéro :

43

Pagination :

486-512

Éditeur :

Cambridge University Press (CUP)

Date de publication :

2022-01-31

ISSN :

0142-7164

Mot(s)-clé(s) :

Text simplification
Fluency
Reading comprehension
Readability
Textual variability

Discipline(s) HAL :

Sciences de l'Homme et Société/Education

Résumé en anglais : [en]

Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of ...
Lire la suite >Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text complexity while keeping its meaning unchanged, can improve reading fluency and comprehension for children learning to read. Furthermore, we were interested in finding out whether some readers would benefit more than others from text simplification as a function of their cognitive and language profile. To address these issues, we developed an iBook application for iPads, which allowed us to present normal and simplified versions of informative and narrative texts to 165 children in grade 2. Reading fluency was measured for each sentence, and text comprehension was measured for each text using multiple-choice questions. The results showed that both reading fluency and reading comprehension were significantly better for simplified than for normal texts. Results showed that poor readers and children with weaker cognitive skills (nonverbal intelligence, memory) benefitted to a greater extent from simplification than good readers and children with somewhat stronger cognitive skills.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Projet Européen :

Parallel Orthographic Processing and Reading

Projet ANR :

Aide à la LECTure pour améliORer l'accès aux documents pour enfants dyslexiques
ILCB: Institute of Language Communication and the Brain
INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE
Le rôle des morphèmes dans l'apprentissage de la lecture

Établissement(s) :

Université de Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Date de dépôt :

2022-05-04T15:04:51Z
2022-05-04T15:09:11Z
2022-07-05T08:25:12Z
2022-12-07T08:44:48Z