Abstracts
Résumé
Le but de la présente étude était d’évaluer les effets de deux programmes (lecture seulement et lecture-musique) sur le développement du vocabulaire et des habiletés morphosyntaxiques d’élèves de 2e année. Un design quasi expérimental avec prétest et post-test a été employé. Les sujets (n = 94) ont été divisés en trois groupes : lecture seulement (n = 44), lecture-musique (n = 34) et contrôle (n = 16). Les programmes expérimentaux ont pris place pendant quatre mois à raison de trois périodes par cycle de 10 jours. Même si aucune différence significative n’a pu être observée entre les groupes au prétest ou au post-test, il semblerait que le programme lecture-musique a eu un effet favorable sur le vocabulaire réceptif. Des pistes d’explications sont fournies dans la discussion.
Abstract
The study aimed to evaluate the effects of two training programs (reading only and reading-music) on the vocabulary and morphosyntactic skills development of second graders. A quasi-experimental design with a pretest and posttest was employed. The subjects (n = 94, second grade students) were divided in three groups: reading only (n = 44), reading-music (n = 34) and control (n = 16). The experimental programs took place over four months to allow for three periods of teaching per 10-day cycle. Although the three groups did not present significant differences at posttest for vocabulary and the morphosyntax skills development, the reading-music program seems to have positive effects on the development of receptive vocabulary. Explanations for these results are given in the discussion.
Appendices
Bibliographie
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