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E-grāmata: From Reading-Writing Research to Practice [Wiley Online]

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  • Formāts: 176 pages
  • Izdošanas datums: 12-Apr-2019
  • Izdevniecība: ISTE Ltd and John Wiley & Sons Inc
  • ISBN-10: 1119610796
  • ISBN-13: 9781119610793
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From Reading-Writing Research to PracticePalielināt
  • Formāts: 176 pages
  • Izdošanas datums: 12-Apr-2019
  • Izdevniecība: ISTE Ltd and John Wiley & Sons Inc
  • ISBN-10: 1119610796
  • ISBN-13: 9781119610793
Citas grāmatas par šo tēmu:
Wiley Online E-booksMore info about Wiley Online
Rokasgrāmatas mājas lapa: https://onlinelibrary.wiley.com/doi/book/10.1002/9781119610793

Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers’ continuing education is dependent on the effective dissemination and appropriation of research results.

This book explores this problem from multiple angles, presenting research projects from France and Quebec, Canada. Using a variety of methods, including creating teaching materials and engaging classroom teachers in the research process, the authors demonstrate the importance of ownership and dissemination of research results in schools. Although this necessity sometimes complicates the work of researchers, it is vital to develop and maintain the relationship between reading–writing research and its practical applications.

Introduction ix
Sophie Briquet-Duhaze
Catherine Turcotte
Chapter 1 Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z
1(12)
Catherine Turcotte
Marie-Julie Godbout
1.1 Introduction
1(1)
1.2 Problematic and conceptual framework
2(1)
1.3 Presentation of the project and the stages of dissemination and appropriation
3(5)
1.3.1 Step 1: appropriation through collaboration, training and support
3(4)
1.3.2 Step 2: dissemination in professional conferences
7(1)
1.3.3 Step 3: the creation of a guide and internet tools
7(1)
1.4 Reflections and conclusions
8(1)
1.5 Bibliography
9(4)
Chapter 2 Scientific Project: Creating a Website Dedicated to French Didactics
13(20)
Sophie Briquet-Duhaze
2.1 Introduction
13(1)
2.2 Problem and theoretical framework
14(1)
2.3 Presenting the research project
15(3)
2.4 Work carried out between September 2016 and June 2017
18(3)
2.4.1 Construction of the first organization website (plan) based on the sections already listed
18(1)
2.4.2 A questionnaire survey
19(1)
2.4.3 An interview survey
20(1)
2.5 Work carried out since September 2017
21(3)
2.6 Conclusion
24(1)
2.7 Appendices
24(7)
2.8 Bibliography
31(2)
Chapter 3 Teacher-researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation
33(28)
Marie-Helene Giguere
Marie Nadeau
Carole Fishor
Rosianne Arsenuau
Claude Quevillon Lacasse
3.1 Introduction
33(1)
3.2 Problem and conceptual framework
34(4)
3.3 Methodology
38(4)
3.3.1 Participants
38(2)
3.3.2 Context of the research
40(1)
3.3.3 Collection instruments and procedures
41(1)
3.3.4 Assessment protocol
41(1)
3.4 Results
42(10)
3.4.1 Characteristics of effective support methods
42(4)
3.4.2 Personal dimensions related to professional development
46(5)
3.4.3 Dialog between teachers and researchers
51(1)
3.5 Discussion
52(3)
3.5.1 Limitations of our study and future perspectives
54(1)
3.6 Conclusion
55(1)
3.7 Appendices
56(2)
3.8 Bibliography
58(3)
Chapter 4 The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities
61(12)
Celine Chatenoud
Catherine Turcotte
Rebeca Aldama
Sabine Codio
4.1 Introduction
61(1)
4.2 Theoretical frameworks
62(2)
4.2.1 From knowledge to action: the process of channeling knowledge
62(1)
4.2.2 The learning community
63(1)
4.3 From production to knowledge transfer: the activities carried out
64(4)
4.3.1 Funneling knowledge into action
64(2)
4.3.2 Development of the learning community (action cycle)
66(2)
4.4 Discussion
68(1)
4.5 Conclusion
69(1)
4.6 Bibliography
70(3)
Chapter 5 Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools
73(16)
France Dube
Chantal Quellet
France Dijfour
Marie-Jocya Paviel
Olivier Bruchesi
Emilie
Marc Landry
5.1 Introduction
73(1)
5.2 Question and perspective adopted
74(2)
5.3 Reference framework
76(1)
5.4 Methodology
77(3)
5.5 Results
80(4)
5.6 Conclusion
84(1)
5.7 Bibliography
85(4)
Chapter 6 Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context
89(20)
Christiane Blaser
Martin Lepine
6.1 Introduction
89(1)
6.2 General context, problem and research objective
90(4)
6.3 Theoretical framework
94(4)
6.3.1 Literary training and reading/appreciation
94(3)
6.3.2 Means of evaluating the reading/appreciation of literary works
97(1)
6.4 Methodology
98(3)
6.5 Some results of the interventions in teaching and reading assessment
101(3)
6.5.1 The impact of the training offered in reading and evaluation
101(1)
6.5.2 The benefits of the material offered: books, document cameras, reading corners
102(1)
6.5.3 The benefits of the book fair
103(1)
6.5.4 The impact on students
104(1)
6.6 Conclusion
104(1)
6.7 Bibliography
105(4)
Chapter 7 When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders
109(1)
Nathalie Prevost
Catherine Turcotte
7.1 Introduction
109(1)
7.2 Context and issues
110(1)
7.3 Reference framework
111(2)
7.3.1 Educational continuity
111(1)
7.3.2 Learning object: written French
112(1)
7.4 Methodology
113(1)
7.4.1 Participants
114(1)
7.4.2 Instrument and procedure
114(1)
7.5 Analysis of the interviews
115(1)
7.6 Results
115(3)
7.6.1 Key factor 1: initiating dialog and engaging transition-friendly practices
116(1)
7.6.2 Key factor 2: developing a transition plan
116(1)
7.6.3 Key factor 3: giving importance to oral and written language in the school and classroom
117(1)
7.6.4 Key factor 4: providing leadership during this transition
117(1)
7.6.5 Key factor 5: planning student follow-up between kindergarten and Grade I of elementary school
118(1)
7.7 Dissemination of results to the school community
118(1)
7.8 Conclusion
119(1)
7.9 Bibliography
119(6)
Chapter 8 Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders
125(20)
Rachel Berthiaume
8.1 Introduction
125(1)
8.2 Question and theoretical framework
126(3)
8.3 Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students
129(3)
8.4 Challenges and obstacles in translating research results into a didactic book
132(6)
8.4.1 The weaving of links between authors (or how to write with several hands)
132(2)
8.4.2 The creation of the material
134(3)
8.4.3 External obstacles
137(1)
8.5 Conclusion
138(1)
8.6 Bibliography
139(6)
Conclusion 145(2)
Sophie Briquet-Duhaze
Catherine Turcotte
List of Authors 147(2)
Index 149
Sophie Briquet-Duhazé is an HDR lecturer in education at École supérieure du professorat et de l'éducation (ESPE) and the Centre interdisciplinaire de Recherche Normand en Education et Formation (CIRNEF), University of Rouen, France. Her research focuses on the impact of phonological awareness training and letter literacy skills on the reading level of struggling students.

Catherine Turcotte is Professor of education sciences at Université du Québec ą Montréal (UQAM), Canada. Her research interests include the way primary school students, particularly those with learning difficulties, learn to read and write.
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