From Reading-Writing Research to Practice

Résumé En

Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers’ continuing education is dependent on the effective dissemination and appropriation of research results.This book explores this problem from multiple angles, presenting research projects from France and Quebec, Canada. Using a variety of methods, including creating teaching materials and engaging classroom teachers in the research process, the authors demonstrate the importance of ownership and dissemination of research results in schools. Although this necessity sometimes complicates the work of researchers, it is vital to develop and maintain the relationship between reading–writing research and its practical applications.TABLE OF CONTENTSIntroduction - Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTEChapter 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z / Catherine TURCOTTE and Marie-Julie GODBOUT1.1. Introduction1.2. Problematic and conceptual framework1.3. Presentation of the project and the stages of dissemination and appropriation1.3.1. Step 1: appropriation through collaboration, training and support 1.3.2. Step 2: dissemination in professional conferences1.3.3. Step 3: the creation of a guide and internet tools1.4. Reflections and conclusions 1.5. BibliographyChapter 2. Scientific Project: Creating a Website Dedicated to French Didactics / Sophie BRIQUET-DUHAZÉ2.1. Introduction 2.2. Problem and theoretical framework 2.3. Presenting the research project 2.4. Work carried out between September 2016 and June 20172.4.1. Construction of the first organization website (plan) based on the sections already listed 2.4.2. A questionnaire survey 2.4.3. An interview survey2.5. Work carried out since September 2017 2.6. Conclusion 2.7. Appendices 2.8. BibliographyChapter 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students’ Skills in Syntax and Punctuation / Marie-Hélène GIGUÈRE, Marie NADEAU, Carole FISHER, Rosianne ARSENEAU and Claude QUEVILLON LACASSE3.1. Introduction 3.2. Problem and conceptual framework 3.3. Methodology3.3.1. Participants 3.3.2. Context of the research 3.3.3. Collection instruments and procedures 3.3.4. Assessment protocol 3.4. Results 3.4.1. Characteristics of effective support methods 3.4.2. Personal dimensions related to professional development 3.4.3. Dialog between teachers and researchers 3.5. Discussion 3.5.1. Limitations of our study and future perspectives3.6. Conclusion 3.7. Appendices 3.8. BibliographyChapter 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities / Céline CHATENOUD, Catherine TURCOTTE, Rebeca ALDAMA and Sabine CODIO4.1. Introduction 4.2. Theoretical frameworks 4.2.1. From knowledge to action: the process of channelling knowledge 4.2.2. The learning community 4.3. From production to knowledge transfer: the activities carried out 4.3.1. Funneling knowledge into action 4.3.2. Development of the learning community (action cycle)4.4. Discussion 4.5. Conclusion 4.6. Bibliography Chapter 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools / France DUBÉ, Chantal OUELLET, France DUFOUR, Marie-Jocya PAVIEL, Olivier BRUCHESI, Émilie CLOUTIER and Marc LANDRY5.1. Introduction 5.2. Question and perspective adopted5.3. Reference framework 5.4. Methodology 5.5. Results 5.6. Conclusion 5.7. BibliographyChapter 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context / Christiane BLASER and Martin LÉPINE6.1. Introduction6.2. General context, problem and research objective 6.3. Theoretical framework 6.3.1. Literary training and reading/appreciation6.3.2. Means of evaluating the reading/appreciation of literary works 6.4. Methodology 6.5. Some results of the interventions in teaching and reading assessment 6.5.1. The impact of the training offered in reading and evaluation 6.5.2. The benefits of the material offered: books, document cameras, reading corners 6.5.3. The benefits of the book fair6.5.4. The impact on students 6.6. Conclusion6.7. Bibliography Chapter 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders / Nathalie PRÉVOST and Catherine TURCOTTE7.1. Introduction7.2. Context and issues 7.3. Reference framework 7.3.1. Educational continuity 7.3.2. Learning object: written French 7.4. Methodology 7.4.1. Participants 7.4.2. Instrument and procedure 7.5. Analysis of the interviews 7.6. Results 7.6.1. Key factor 1: initiating dialog and engaging transition-friendly practices 7.6.2. Key factor 2: developing a transition plan7.6.3. Key factor 3: giving importance to oral and written language in the school and classroom 7.6.4. Key factor 4: providing leadership during this transition 7.6.5. Key factor 5: planning student follow-up between kindergarten and Grade 1 of elementary school 7.7. Dissemination of results to the school community7.8. Conclusion 7.9. Bibliography Chapter 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders / Rachel BERTHIAUME8.1. Introduction 8.2. Question and theoretical framework 8.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students 8.4. Challenges and obstacles in translating research results into a didactic book 8.4.1. The weaving of links between authors (or how to write with several hands) 8.4.2. The creation of the material 8.4.3. External obstacles 8.5. Conclusion 8.6. Bibliography Conclusion / Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTE.