Entraînement à l'analyse segmentale et apprentissage de la lecture

Pierre Lecocq
Published Online:
27 Sep 2007
Volume/Issue No:
Volume 28 Issue 5

Additional Options

In this paper we examine the relationships between children's capacity for intentional analysis of speech and their ease in becoming acquainted with written language. This leads us to ask several questions, the first of which is about the application domain. Subjects have some procedural knowledge about their language. How can they acquire metaknowledge about this knowledge? The second question concerns the nature of this metaknowledge acquisition: is it similar to language acquisition itself or is it a learning process based in explicit instruction? The third question concerns the nature of “phonic awareness”. The range of terms to be found in the relevant literature shows that some ambiguity remains about this notion. Eventually, we are concerned with the adaptative value of this type of metaknowledge. Questions 1 and 2 are dealt with in parallel. Question 3 is briefly discussed. We present some experimental results relevant to question 4.

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