Résumés
Résumé
Dans cette étude, des tests de compréhension en lecture d’un récit et d’un texte informatif ont été créés à partir de modèles théoriques communs et en suivant des étapes de conception précises (DeVellis, 2003). Ils furent administrés auprès de 401 élèves francophones de 8 ans. Les données recueillies ont subi des analyses par items, factorielles et multiniveaux. Ceci a permis d’examiner les taux de réussite aux tests, de mieux déterminer leurs composantes et de les comparer afin de comprendre leur portée pour la communauté praticienne et scientifique. Les résultats révèlent que les deux tests ont une structure factorielle semblable. Or, les questions ouvertes suscitant des inférences anaphoriques, causales et lexicales sont plus ardues à réussir, surtout dans le test utilisant un texte informatif. Ces nouveaux instruments peuvent contribuer à dégager des pistes d’enseignement et favoriser la transition entre le premier et le deuxième cycle du primaire en lecture.
Abstract
In this study, reading comprehension tests of narrative and informational text were created using common theoretical models and by following specific design steps (DeVellis, 2003). They were administered to 401 French-speaking 8-year-old students. The data collected underwent item, factorial and multilevel analyses. It led to examine the success rates for each test, to better determine their components and to compare them, in order to understand their usefulness for teachers and researchers. Results reveal that the two tests have a similar factorial structure. However, open-ended questions targeting anaphoric, causal and lexical inferences are more difficult to achieve, especially in the test using an informational text. These new instruments can help identify teaching avenues and promote a better transition between the first and second cycles of primary school in reading.
Parties annexes
Bibliographie
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