L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive
This research compared the effects of two interactive classroom reading approaches on learning new vocabulary: direct teaching of words through repeated single-album reading or direct word teaching through a thematic literary network. This research also seeks to verify whether certain lexical factors such as the class of words and their concrete or abstract nature promote or not their learning. The contribution of oral vocabulary on reading proficiency and academic success has been repeatedly demonstrated (Scarborough, 2001, Muter, Hulme, Snowling and Stevenson, 2004, Giasson, 2011). Since acquiring vocabulary requires several encounters with words, we wonder about the contexts of multiple exposures that would benefit students the most: repeated reading of the same album (Penno, Wilkinson and Moore, 2002), or use of a thematic literary network (Dupin de Saint-André, Montésinos-Gelet and Bourdeau, 2015). For our project, we selected eight words in the album La mouche dans l’aspirateur (Mélanie Watt, 2015) for the repetitive reading approach and eight words through a literary network of four books around the theme of the sea. The eight target words were worked for four consecutive days, through daily reading periods. These selected words were pretested on twelve preschool students before reading periods, then tested immediately after the procedure, finally two weeks later. The immediate posttests of the two approaches show similar average evolutions: 52.3% for repeated reading and 50.2% for the literary network. At this time, the difference in means between these two groups was not significant (p = .782). The averages were more differentiated during posttest postponements: the repeated reading approach obtains 68.2%, 12.5% ​​more than that of the literary network (55.7%) and the difference was significant (p = .028). We also observed that names get the best averages, followed by adjectives and verbs. The class of words seems to influence significantly (p =, 008) the evolutions of means, as well as the moment of passing of the posttest (p =, 004). Finally, the average differences between the concrete and abstract words are significant in the immediate posttests (p =, 000) and in the delayed posttests (p =, 026), two weeks later. The entire project generated excitement among students and an attachment to reading books and learning target words.
vocabulary second language children's literature class repeated reading literary network learning