La lecture interactive d’albums pour les élèves du préscolaire ayant des difficultés langagières : une intervention prometteuse pour améliorer le vocabulaire
DOI:
https://doi.org/10.20360/G2DK5ZKeywords:
vocabulaire, retard de langage, lecture interactive, intervention, préscolaireAbstract
Cette étude évalue l’impact d’une adaptation de la Lecture interactive d’albums (Wasik & Bond, 2001) sur le vocabulaire et sur certaines habiletés langagières d’élèves du préscolaire ayant un retard sévère de langage (n = 7). L’intervention (5 semaines) combinait des méthodes d’apprentissage implicite et explicite à travers la lecture d’histoire. Un test t à échantillons appariés montre une amélioration significative du vocabulaire réceptif et des réseaux sémantiques. Ainsi, l’étude met en lumière une dichotomie entre le développement des versants réceptif et expressif et démontre la possibilité d’implanter une intervention en vocabulaire en contexte de classe.
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This study aims to measure the impact of an adaptation of the Interactive Book Reading (Wasik & Bond, 2001) on vocabulary and other related language abilities of kindergarteners with language impairment (LI) (n = 7). The intervention (5 weeks) involved indirect and direct instruction through book reading. A t-test for paired sample shows a significant improvement of receptive vocabulary and semantic networks. These results indicate a dichotomy between the production and the comprehension of words. Further directions for vocabulary intervention through book reading with LI children will be discussed in light of the results.
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