Les effets de deux programmes d’entrainement sur le développement d’habiletés de compréhension, de déchiffrement et de fluidité en lecture d’élèves francophones de deuxième année du primaire du Québec

Abstract

The study aimed to evaluate the effects of two training programs (‘reading only’ and ‘reading-music’) for teaching elementary school children to read. This study used a quasi-experimental design involving a pre-test and post-test. The subjects (n=94, Grade 2 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 with three periods of teaching per 10-day cycle. All the groups studied improved significantly in terms of reading comprehension, decoding, and the speed at which they read. Only the control group did not see a significant improvement in students’ level of reading precision. Some explanations for these results are given in the discussion.

Keywords: Reading learning; music learning; elementary school.