Contribution
Description: This contribution presents methodological issues involved in the study of two reading practices in kindergarten. On one hand, Emergent reading (dialogic reading according to Senechal, 2000) aims at leading children to differenciate text from picture when they elaborate the meaning of the story being read, thanks to the interactions with their educator. On the other hand, Recreativ reading (regular reading according to Senechal, 2000) consists of reading aloud a story, with or without interactions. As the Emergent reading is concerned by the acquisition of literacy, recreative reading aims at developing the social interactions. The two settings involve a group of three year-old preschoolers and their teacher.A considerable body of research in the kindergarten reveals that when children benefit from early literacy environnements, especially for children from low-income families, positive outcomes may be observed later in school (Gomez-Palacio & Ferreiro, 1978; Sénéchal, 2000; Brabham, 2002; Saada-Robert, 2003). This strengthens the hypothesis underlined in this research, i.e that children's exposure at a young age to interactive reading activities facilitates reading acquisition in school.
Methodology: These studies aim at analysing the situated ongoing process of knowledge co-construction, between teacher and learners (Saada-Robert & Balslev, 2004). Eight children, (four children by each group/diveded equally in two groups) with their educator participate in this study, all children are exposed to the same books. Children range in age from 41 to 48 months at the beginning of the study.Data from the videotaped recordings of both emergent and recreative readings are transcribed in complete and continuous chronicles. Then, the main units of analysis, or "units of meaning" are segmented and interpreted according to the intention lying underneath each partner's enunciation and coded regarding:- content of knowledge they refer to- modality of speech as a cue of meaning processing- the chain of sequences of verbal interactions according to a dominant and common knowledge content- the characterization of each sequence with its pattern of meaningIn addition, individual comprehension and psycholinguistic tests allow to follow the progression of the children's acquisition of knowledge.
Conclusions: The results of previous studies (Balslev, Martinet & Saada-Robert, submitted; Gamba, 2005) concerning interactive reading sessions of picturebooks involving 4 year-old children and their teacher, show that the children's progression is related to the partner's capacity to build a common zone of meaning, thus leading to the hypothesis that children in the emergent reading condition will score higher on the comprehension and psycholinguistic tests than children from the recreative reading condition.
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