Stratégies d’enseignement de la lecture et construction des compétences transversales chez les élèves du niveau ii de l’école primaire

Abstract

This research answers to the questions namely, how to become a good reader? What are the learning/apprenticeship strategies which are associated and enable the construction of transversal competences? The statement is that most students sustain difficulties to prove that the understand the reading text by answering comprehension question which can be textual or inferential. Indeed this can be explained by the fact that teachers mostly accentuate on combination way(decoding) instead of insisting on addressing way (test comprehension).Therefore someone is considered as an expert in reading when he combines decoding and text comprehension. This work aims and determining whether there is any relationship between the mastering of texts in text study and the built of transversal competences. The study is in keeping with experimental process supporting by an experience plan which involves one experimental group and one witness group. The following study is notably aimed at children, in year II of primary school. The collecting data through school knowledge test in reading have been handled by t de student. The sample was made up by 52 participants divided into two groups. The results show the following: forHR1: tcal=4.39>tlu=1.671 therefore Ha is accepted; for HR2: tcal=4.15>tlu= 1.671 therefore Ha is accepted; for HR3:tcal= 4.38>tlu=1.671 therefore Ha is accepted. It emerges from these results that the strict respect of the taking into consideration of learning/apprenticeship strategies of reading in year II encourages learners to better build transversal competences. The analysis of result to the regard of theoretical framework has enabled to observe the use of highlights of text, namely the taking into consideration of discriminative assimilation, the use of a pictural semantic system which help to the text comprehension. Those factors are important in such a way that they stimulate and facilitate numerous decoding of text and more over its comprehension. This aims at building transversal competences in pupils. Yet practical exercises in class mostly emphasize on decoding notably the alphabetical phase. This situation leads to the efficiency of learning/apprenticeship process in this instrumental discipline in primary schools, because the child better learns other activities through reading and builds his transversal competences this research combines didactic, pedagogic and social interests in such a way that it identifies the problem of the built of transversal competences through the importance of reading as a cognitive activity.