Abstracts
Résumé
Cette étude avait pour objectif de proposer un outil qui décrit les représentations, attitudes et pratiques de littératie, et qui contribuerait au dépistage des élèves à risque au sein d’une population allophone. Au moyen de douze questionnaires, proposés dans les écrits récents, et administré à 150 enfants allophones âgés de 10 à 12 ans, nous avons étudié le lien de corrélation entre divers aspects de littératie et le rendement en lecture et écriture. Les indices de corrélation ont déterminé le choix de vingt questions pour chacun des deux questionnaires à valider lors de recherches futures. Les auteures discutent certaines variables étudiées.
Summary
The objective of this study was to develop an instrument to describe representations, attitudes and practices related to literacy in order to contribute to techniques for screening ‘at risk’ students within the allophone student population. A series of twelve questionnaires was selected from recent research in this area and administered to 150 allophone students aged 10 to 12 years. The authors examined the correlation between various aspects of literacy and achievement in reading and writing. Correlation indices determined the choice of twenty questions to be included in each of two new questionnaires, one relating to reading and the other to writing; these to be validated in future research. The authors discuss pedagogical implications of several variables examined.
Resumen
El presente estudio tenía por objetivo proponer una herramienta para describir las representaciones, actitudes y prácticas de “literacia” que podrían contribuir a la detección de los alumnos de riesgo dentro de una población alófona. Mediante doce cuestionarios, encontrados en la literatura reciente, y administrados a 150 niños alófonos entre 10 y 12 años de edad, estudiamos el vínculo de correlación entre diversos aspectos de literacia y el rendimiento en lectura y escritura. Los índices de correlación determinaron la elección de veinte preguntas para cada uno de los dos nuevos cuestionarios, uno sobre la lectura y el otro sobre la escritura, a validar en el marco de futuras investigaciones. Las autoras analizan algunas variables estudiadas.
Appendices
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