Avec les différents niveaux de comp

Avec les différents niveaux de compréhension en lecture, l'élève doit faire appel à différentes stratégies qui lui permettront de comprendre sa lecture, d'en retirer l'information nécessaire ou de réagir au texte. L'élève peut utiliser ces différentes stratégies à différents moments du processus de lecture. De plus, l'élève doit prendre conscience des stratégies qu'il utilise, comment se fait cette utilisation pour s’adapter aux types de texte différents. Dans cette partie, nous allons parler des stratégies de lecture les plus utilisées dans la plupart des types de textes que l’élève rencontre souvent au cours de son apprentissage et dans sa vie quotidienne. Les stratégies que nous allons aborder résultent d’une synthèse des stratégies proposées par MOIRAND, GIASSON, CARREL, TAGLIANTE, ADAM, CORNAIR, et CUQ. Nous pouvons citer : 1. Lecture de survol et Utiliser les connaissances des types de textes 2. Identifier l’idée principale et Faire des prédictions 3. Lecture de repérage (ou le balayage, la lecture sélective) 4. Utiliser le contexte linguistique et les connaissances lexicales pour deviner le sens d’un mot nouveau 5. Interpréter la référence : la relation entre le mot de substitution et son référent 6. Lecture d’approfondissement.

Résultats (Anglais) 1:

With different levels of reading comprehension, the student must use different strategies that will enable it to understand its reading, remove the necessary information or respond to the text. The student can use these different strategies at different times of the reading process. Moreover, students must become aware of strategies that he uses, how is this use to adapt to different kinds of text. In this part, we'll talk about the most used reading strategies in most types of texts that students encounter often during his apprenticeship and his daily life. The strategies that we will discuss are the result of a synthesis of the strategies proposed by MOIRAND, GIASSON, CARREL, TAGLIANTE, ADAM, CORNAIR, and CUQ. We can mention: 1. reading overview and use the knowledge of the types of texts 2. Identify the main idea and make 3 predictions. Tracking (or scanning, selective reading) reading 4. Use the linguistic context and lexical knowledge to guess the meaning of a new Word 5. Interpret the reference: the relationship between the word of substitution and its referent 6. Reading of deepening.

Résultats (Anglais) 2:

With different levels of reading comprehension, students must use different strategies to enable it to understand the reading, to withdraw the necessary information or to respond to the text. Students can use these different strategies at different times of the reading process. In addition, students must be aware of the strategies it uses, how is this use to adapt to different text types. In this section, we'll talk about the reading strategies most used in most types of texts that students often encounter in their learning and in their daily lives. The strategies that we will discuss the result of a synthesis of the strategies proposed by MOIRAND, GIASSON, CARREL, Tagliante, ADAM, CORNAIR and CUQ. We can mention: 1. Reading overflight and Use knowledge of the types of texts 2. Identify the main idea and 3. Make predictions tracking Playback (or scanning, selective reading) 4. Using the linguistic context and lexical knowledge to guess the meaning of a new word 5. Interpret the reference: the relationship between the substitution of the word and its referent 6. Playing deepening.

Résultats (Anglais) 3:

with different levels of reading comprehension, students should use different strategies to understand the reading, to learn the necessary information or to respond to the text. the student can use the different strategies at different stages of the process of reading. in addition, the student must be aware of the strategies they use, what is the use to adapt to different types of text. in this section, we are going to talk about reading strategies most used in most types of texts that students often meet in the course of learning, and in their daily lives. the strategies that we will discuss are the result of a summary of the strategies proposed by moirand, giasson, alexis carrel, tagliante, adam, cornair, cuq. we can provide: 1. reading review and use the knowledge of the types of texts. identify the main idea and make predictions. reading of identification (or scanning, selective reading). the use of linguistic context and lexical knowledge to guess the meaning of a new word. interpretation: the relationship between the reference point and the replacement word. reading in depth.