Françoise Armand|Philippe Lefrançois|Agnès Baron|Melissa Gomez|Sylvie Nuckle
Improving reading and writing learning in underprivileged pluri?ethnic settings
Université de Montréal|Université de Montréal|Université de Montréal
many studies carried first language contexts tend demonstrate positive effects activity programmes aimed 1 developing metaphonological abilities 2 developing language skills active story listening learning read spell firstgrade studentsthis study seeks extend previous findings including children majority french second language attend plurilingual schools included previous studies b providing training based three essential principles shared two kinds programmes integrating activities realistic literacy practice contexts encouraging active student participation tasks often require problem solving tackling one different kinds operations strategiesthree groups students created pool 202 children enrolled nine firstgrade classes three underprivileged pluriethnic schools control group composed 46 students received typical firstgrade methods teaching reading spelling experimental group 1 dmpa 91 students received training programme aimed metaphonological abilities development experimental group 2 dls 65 students received training intended develop language skills active story listening productionthe students three groups evaluated beginning metaphonological task prereading task end metaphonological task ii word recognition task text comprehension task word spelling task first year elementary schoolthe programme development metaphonological abilities enabled dmpa group students obtain significantly higher scores control group metaphonological task ii word recognition task dmpa group children also significantly better control dls groups word spelling task however dls group benefited language skills development activities also progressed obtained significantly better results control group word recognition task moreover end grade one difference scores obtained groups comprehension questionnaire administered reading narrative textthe word reading skills firstgrade children underprivileged pluriethnic settings improved activities aimed metaphonological abilities development language skills development means active story listening production hand order develop word spelling abilities development metaphonological abilities effective lastly research seek improve understanding absence effects either learning programme narrative text comprehension