L’importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ? (notice n° 92514)
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| fixed length control field | 02923cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112002600.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Genucchi, Margaux |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 99 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Selon les résultats de l’enquête du Programme International pour le Suivi des Acquis des élèves (PISA) de 2018, un élève de 15 ans sur quatre est considéré comme un lecteur peu performant. La génération d’inférences joue un rôle majeur parmi les processus de compréhension en lecture et représente une source potentielle de difficultés. Il n’est donc pas étonnant d’observer un développement important d’interventions ciblées sur cette compétence. Leurs effets pourraient néanmoins être partiellement médiés par la motivation à lire. En conséquence, quelle que soit la nature des interventions, si les adolescents ne sont pas motivés à s’y engager, celles-ci n’auront probablement que peu d’effet durable. Cependant, la motivation à lire est rarement considérée dans l’élaboration de ces interventions. Nous discutons donc de la pertinence d’un outil prometteur, qui pourrait à la fois soutenir l’entraînement des compétences de compréhension en lecture et favoriser la motivation à lire des adolescents : le roman graphique. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | According to the results of the 2018 Programme for International Student Assessment (PISA) survey, one in four 15-year-old students is considered a low-performing reader. Inference generation plays a major role in reading comprehension and represents a potential source of difficulties. It is therefore not surprising to observe a significant development of interventions targeted at this skill. However, their effects could be partly mediated by reading motivation. Therefore, whatever the nature of the interventions, if adolescents are not motivated to engage in them, they are likely to have little lasting effect. Nevertheless, reading motivation is rarely considered in the development of these interventions. Thus, we discuss the relevance of a promising tool, which could both support the training of reading comprehension skills and foster reading motivation in adolescents: the graphic novel. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | motivation à lire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | adolescents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | compréhension en lecture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | roman graphique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reading motivation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | graphic novel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reading comprehension |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | adolescents |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Content, Alain |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Chetail, Fabienne |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | L’Année psychologique | 122 | 4 | 2022-10-20 | p. 643-685 | 0003-5033 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-l-annee-psychologique-2022-4-page-643?lang=fr">https://shs.cairn.info/revue-l-annee-psychologique-2022-4-page-643?lang=fr</a> |
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