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Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students [r-libre/1448]

Turcotte, Catherine; Berthiaume, Rachel et Caron, Pier-Olivier (sous presse). Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students. Reading and Writing. https://doi.org/10.1007/s11145-018-9875-0

Fichier(s) associé(s) à ce document :
  PDF - Turcotte_etal(2018)_RW.pdf
Contenu du fichier : Version de l'éditeur
Accès restreint jusqu'à fin- janvier 2020.
 
Catégorie de document : Articles de revues
Évaluation par un comité de lecture : Oui
Étape de publication : Accepté (sous presse)
Résumé : This study was conducted in Québec, Canada, among French-speaking Grade 6 students (n = 175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing.
Adresse de la version officielle : https://link.springer.com/article/10.1007%2Fs11145...
Déposant: Caron, Pier-Olivier
Responsable : Pier-Olivier Caron
Dépôt : 14 juin 2018 16:00
Dernière modification : 14 juin 2018 16:00

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