27 SES 12 A, Literacy at Primary School - Reading and Writing
Thanks to the help of the French National Agency for Research (ANR), manufacturers, researchers on spoken interactive systems and researchers in French language didactics have developed a software in order to help young French learners (students aged 6 to 7) to produce written texts. This software has led to the elaboration of an Internet platform, hosting exercices for children who learn to read and write.
Our presentation, resulting from the conclusions of an investigation conducted among six French classes in Spring 2014, will start from this statement: by emphasizing the links between graphemes and phonemes (Saussure, 1916), vocal synthesis may enhance some phonological acquisitions and help the learner better understand the properties of the written language. Indeed, mastering phonems' and graphems' code is necessary, but not enough to enter in the written world (Maisonneuve, 2002). So it may be relevant for young learners to keep a bond between what is about to be written and oral aspects, and to study the effects of the speech synthesis on learning. Consequently, collecting and analysing data that can produce evidence of the impact of this software's audio feedbacks represents an interesting step towards the understanding of how primary school students build writing skills. We will show how we proceeded to get as much evidence as possible of the development of those skills among the students we observed.
We will particularly refer in our analyses to the Joint Action Theory in Didactics (Sensevy & Mercier, 2007; Sensevy, 2011) that will enable us to characterize the students’ actions.
We will use this conceptual background to describe the situations in which the vocal synthesis is used by the learners.
Maisonneuve L. (2002). Apprentissage de la lecture, méthodes et manuels. Paris. L’Harmattan. Saussure (de) F., "Cours de linguistique générale", 1916, réédition 1979 : Payot, Paris, 1916. Sensevy, G. et Mercier, A. (2007). Agir ensemble : l’action didactique conjointe. Rennes : Presses Universitaires de Rennes. Sensevy, G. (2011). Le Sens du Savoir. Bruxelles : De Boeck.
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