Les outils numériques d’aide à l’apprentissage de la lecture
Open accessAbstract
La lecture est la colonne vertébrale de tous les apprentissages. Or, les études récentes de l’OCDE montrent que 40.5 % des élèves français de 15 ans ne maitrisent pas la lecture et que 21.5 % sont même en grande difficulté. Les écarts de niveau entre les élèves les plus performants et les moins performants sont en augmentation, au moins en France. Face à ce problème, le numérique peut offrir aujourd’hui des solutions « de première intention » au sein de l’école bien avant que l’enfant soit en échec. Dans cet article, nous faisons d’abord un point sur les logiciels d’aide à l’apprentissage de la lecture disponibles. Nous présentons ensuite les principes et l’implémentation du logiciel phare dans ce domaine : GraphoLearn. Ce logiciel finlandais, qui existe dans d’autres langues, a été récemment implémenté et validé pour le français.
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For less transparent writing systems such as English and French, it is necessary to introduce and train mappings at various grain sizes including graphemes, syllables, rimes, whole words, and sentences.
“it is necessary for the acquisition of less transparent writing systems (such as English and to a lesser extent French) to introduce and train these mappings at various grain sizes including graphemes, syllables, rimes, whole words and even sentences”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Lassault & Ziegler, 2018
Sections 3 and 4 describe training grapheme–phoneme correspondences in GraphoLearn and adding word- and sentence-construction exercises in its French version; the figure in Section 5 also shows a syllable exercise. The copy does not establish that all the listed grain sizes, particularly rimes, must be trained to acquire English or French reading. Its mention of a rhyme task in Section 2.2 does not make that broader necessity claim. (LLM, conf=0.85)
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Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School
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Les Outils Numériques d’Aide à l’Apprentissage de la Lecture en Français. Une étude comparative
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- Authors
- Lassault, J., & Ziegler, J. C.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- Venue
- Langue française
- Publisher
- CAIRN.INFO
- Published
- 2018-08-29
- Volume
- N° 199
- Issue
- 3
- Pages
- 111-121
- ISSN
- 0023-8368 (ISSN-L)
- OpenAlex
- W2889266573
- Cited by
- 26
- References
- 28
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 1 · 2023: 10 · 2022: 4 · 2021: 2 · 2020: 2
- FWCI
- 1.96
- Type
- journal article
- Language
- fr
- Open access
- bronze
- doi.org
- Locations
- Langue française (publishedVersion)
- HAL (submittedVersion, cc-by)
- Cairn.info (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Literacy and Educational Practices
- Physical Sciences › Computer Science › Information Systems › Educational Methods and Media Use
- Keywords
- reading acquisition, digital learning tools, reading difficulties, educational software, early intervention, educational technology
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