{"id":5236,"date":"2021-12-11T08:54:54","date_gmt":"2021-12-11T07:54:54","guid":{"rendered":"https:\/\/sceaux-lagazette.fr\/?p=5236"},"modified":"2021-12-11T08:54:55","modified_gmt":"2021-12-11T07:54:55","slug":"maitrise-de-la-lecture","status":"publish","type":"post","link":"https:\/\/sceaux-lagazette.fr\/index.php\/2021\/12\/11\/maitrise-de-la-lecture\/","title":{"rendered":"Maitrise de la lecture"},"content":{"rendered":"\n<p>Le minist\u00e8re de l\u2019\u00c9ducation a publi\u00e9 le 23 novembre un \u00e9tat des lieux qui comprend une tr\u00e8s grande <a href=\"https:\/\/www.education.gouv.fr\/reperes-et-references-statistiques-2021-308228\" target=\"_blank\" rel=\"noreferrer noopener\">masse d\u2019informations<\/a>. Parmi celles-ci, celles concernant la ma\u00eetrise de lecture m\u00e9ritent une attention particuli\u00e8re, tant les manquements repr\u00e9sentent un handicap important dans notre soci\u00e9t\u00e9.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Un enjeu majeur<\/h2>\n\n\n\n<p>Ne pas vraiment comprendre ce qu\u2019on lit, c\u2019est ne pas avoir les moyens d\u2019acc\u00e9der aux savoirs enseign\u00e9s au coll\u00e8ge. Les cons\u00e9quences de ces difficult\u00e9s sont potentiellement multipli\u00e9es \u00e0 l\u2019\u00e2ge adulte.<\/p>\n\n\n\n<p>Pr\u00e8s de la moiti\u00e9 de ceux qui sortent sans dipl\u00f4me (ou avec le seul brevet) du syst\u00e8me de formation initiale sont sans emploi un \u00e0 quatre ans apr\u00e8s leur sortie.<\/p>\n\n\n\n<p>L\u2019observatoire des prisons <a href=\"https:\/\/oip.org\/decrypter\/thematiques\/education\/\" target=\"_blank\" rel=\"noreferrer noopener\">rappelle<\/a> les chiffres suivants concernant la formation des d\u00e9tenus&nbsp;:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>44 % des personnes d\u00e9tenues n\u2019ont aucun dipl\u00f4me ;<\/li><li>Plus de 80% ont un niveau inf\u00e9rieur au baccalaur\u00e9at ;<\/li><li>Un quart ont des besoins importants dans la ma\u00eetrise des savoirs de base ;<\/li><li>10% sont en situation d\u2019illettrisme.<\/li><\/ul>\n\n\n\n<p>On retrouve une situation similaire chez les sans domicile. Selon <a href=\"https:\/\/www.insee.fr\/fr\/statistiques\/1288519?sommaire=1288529\" target=\"_blank\" rel=\"noreferrer noopener\">une enqu\u00eate de l\u2019Insee<\/a> de 2012,<\/p>\n\n\n\n<p><em>au-del\u00e0 du niveau de dipl\u00f4me, la ma\u00eetrise du fran\u00e7ais \u00e9crit et oral pose souvent probl\u00e8me : plus d\u2019un tiers des sans-domicile francophones d\u00e9clarent \u00e9prouver des difficult\u00e9s dans la vie courante pour la lecture ou l\u2019\u00e9criture du fran\u00e7ais ou encore pour le calcul. Ces difficult\u00e9s sont plus fr\u00e9quentes parmi les sans-domicile n\u00e9s \u00e0 l\u2019\u00e9tranger (1 cas sur 2). Elles concernent n\u00e9anmoins aussi un quart des sans-domicile n\u00e9s en France.<\/em><\/p>\n\n\n\n<p>Ces quelques donn\u00e9es montrent que l\u2019apprentissage de la lecture n\u2019est pas qu\u2019un enjeu individuel. Les adultes n\u2019ayant pas r\u00e9ussi \u00e0 la ma\u00eetriser pendant leur formation initiale repr\u00e9sentent un co\u00fbt important pour l\u2019\u00c9tat et la soci\u00e9t\u00e9. Investir pour r\u00e9duire le nombre de jeunes dans ce cas est un investissement \u00e0 long&nbsp; terme, mais tr\u00e8s probablement un investissement tr\u00e8s rentable. &nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Des r\u00e9sultats contrast\u00e9s<\/h2>\n\n\n\n<p>O\u00f9 en est-on&nbsp;? La publication du minist\u00e8re permet d\u2019en avoir une id\u00e9e \u00e0 trois moments cl\u00e9s&nbsp;: \u00e0 6 ans, moment de l\u2019entr\u00e9e en primaire, \u00e0 l\u2019entr\u00e9e en sixi\u00e8me (donc vers 11 ans) et au moment de la journ\u00e9e D\u00e9fense et citoyennet\u00e9 (qui a lieu entre 16 et 25 ans selon les individus).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Les jeunes adultes<\/h2>\n\n\n\n<p>Commen\u00e7ons donc par les jeunes adultes. Pr\u00e8s d\u2019un sur 10 (11% des gar\u00e7ons et 8% des filles) est \u00ab&nbsp;en de\u00e7\u00e0 du seuil de lecture fonctionnelle&nbsp;\u00bb. Plus d\u2019un autre sur 10 est un \u00ab&nbsp;lecteur m\u00e9diocre&nbsp;\u00bb. Moins de 8 sur 10 sont des lecteurs efficaces. Apr\u00e8s 10 ans de scolarit\u00e9 obligatoire\u2026<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"765\" height=\"300\" src=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/jeunes-et-lecture.jpg\" alt=\"\" class=\"wp-image-5241\" srcset=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/jeunes-et-lecture.jpg 765w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/jeunes-et-lecture-300x118.jpg 300w\" sizes=\"(max-width: 765px) 100vw, 765px\" \/><\/figure>\n\n\n\n<p>Une comparaison avec les autres pays de l\u2019Union europ\u00e9enne montre que la France, avec 21,4% de jeunes qui ne sont pas consid\u00e9r\u00e9s comme des lecteurs efficaces, est dans ce domaine un peu mieux plac\u00e9e que la moyenne de l\u2019UE qui en compte 22,5 %. Notons les pays qui ont des r\u00e9sultats nettement sup\u00e9rieurs aux autres&nbsp;: l\u2019Estonie (11,1%), l\u2019Irlande (11,8%) et la Pologne (14,7%).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">A l\u2019entr\u00e9e en sixi\u00e8me<\/h2>\n\n\n\n<p>Le tableau suivant concerne la ma\u00eetrise en fran\u00e7ais \u00e0 l\u2019entr\u00e9e de sixi\u00e8me. Il s\u2019agit de l\u2019\u00e9valuation de septembre 2020&nbsp;: la comparaison avec 2019 donne un r\u00e9sultat \u00e9tonnant, avec une progression malgr\u00e9 le confinement. Cela fait douter de la pertinence des chiffres absolus&nbsp;! On peut probablement trouver plus fiables les comparaisons qui montrent d\u2019importantes diff\u00e9rences entre les coll\u00e8ges.<\/p>\n\n\n\n<p>Si l\u2019on ajoute \u00ab&nbsp;ma\u00eetrise insuffisante et \u00ab&nbsp;ma\u00eetrise fragile&nbsp;\u00bb on trouve 32,4% des \u00e9l\u00e8ves en REP +( R\u00e9seau d\u2019\u00e9tablissement en \u00e9ducation prioritaire), 10,3% dans le public hors REP et 5,1 dans le priv\u00e9 sous contrat.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"316\" src=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me-1024x316.png\" alt=\"\" class=\"wp-image-5238\" srcset=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me-1024x316.png 1024w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me-300x93.png 300w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me-768x237.png 768w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me-1536x474.png 1536w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/lecture-en-d\u00e9but-de-sixi\u00e8me.png 1889w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">A l\u2019entr\u00e9e en CP<\/h2>\n\n\n\n<p>L\u2019\u00e9valuation en d\u00e9but de CP montre que les diff\u00e9rences observ\u00e9es en sixi\u00e8me existent d\u00e9j\u00e0 \u00e0 l\u2019entr\u00e9e \u00e0 l\u2019\u00e9cole primaire&nbsp;: les difficult\u00e9s sont plus pr\u00e9sentes en REP (et surtout en Rep +). Et le priv\u00e9 sous contrat regroupe moins d\u2019\u00e9l\u00e8ves en difficult\u00e9 que le public hors REP.&nbsp;<\/p>\n\n\n\n<p>On notera que les difficult\u00e9s point\u00e9es ici ne concernent pas directement la lecture. Mais on conviendra que ne pas comprendre un texte \u00e0 l\u2019oral ne doit pas aider \u00e0 le comprendre par \u00e9crit&nbsp;!<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"434\" src=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/\u00e9valuation-d\u00e9but-de-CP-1024x434.png\" alt=\"\" class=\"wp-image-5239\" srcset=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/\u00e9valuation-d\u00e9but-de-CP-1024x434.png 1024w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/\u00e9valuation-d\u00e9but-de-CP-300x127.png 300w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/\u00e9valuation-d\u00e9but-de-CP-768x326.png 768w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/\u00e9valuation-d\u00e9but-de-CP.png 1477w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>Le graphique ci-dessous concerne plus directement les comp\u00e9tences directement utilis\u00e9es pour apprendre la lecture, comp\u00e9tences pouvant \u00eatre acquises \u00e0 l\u2019\u00e9cole maternelle. S\u2019il ne pr\u00e9cise pas la r\u00e9partition de ces difficult\u00e9s selon les \u00e9tablissements, il permet d\u2019observer qu\u2019elles existent.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"945\" height=\"359\" src=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/compr\u00e9hension-texte-d\u00e9but-CP.png\" alt=\"\" class=\"wp-image-5240\" srcset=\"https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/compr\u00e9hension-texte-d\u00e9but-CP.png 945w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/compr\u00e9hension-texte-d\u00e9but-CP-300x114.png 300w, https:\/\/sceaux-lagazette.fr\/wp-content\/uploads\/2021\/12\/compr\u00e9hension-texte-d\u00e9but-CP-768x292.png 768w\" sizes=\"(max-width: 945px) 100vw, 945px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Comment progresser&nbsp;?<\/h2>\n\n\n\n<p>Les comparaisons selon les \u00e9tablissements autour d\u2019une logique sociale (REP et REP +) ont sugg\u00e9r\u00e9 d\u2019augmenter les moyens pour les \u00e9tablissements accueillant les \u00e9l\u00e8ves les plus en difficult\u00e9. La notion de zone prioritaire appara\u00eet \u00e0 partir de 1981. Elle conna\u00eetra bien des fluctuations (voir <a rel=\"noreferrer noopener\" href=\"https:\/\/fr.wikipedia.org\/wiki\/%C3%89ducation_prioritaire_en_France\" target=\"_blank\">la page Wikip\u00e9dia<\/a> sur le sujet). La derni\u00e8re, en 2017, consistera \u00e0 s\u2019attaquer au probl\u00e8me le plus t\u00f4t possible, en d\u00e9doublant les classes de CP et de CE1 dans ces zones. Le minist\u00e8re a publi\u00e9 en septembre une \u00e9valuation de cette politique, avec ses avanc\u00e9es et ses limites. Les r\u00e9actions ont port\u00e9 selon les cas sur <a href=\"http:\/\/www.cafepedagogique.net\/lexpresso\/Pages\/2021\/09\/30092021Article637685820073902210.aspx\" target=\"_blank\" rel=\"noreferrer noopener\">le verre \u00e0 moiti\u00e9 vide<\/a> ou <a href=\"https:\/\/www.lagazettedescommunes.com\/776837\/dedoublement-des-classes-des-resultats-positifs-surtout-en-mathematiques\/\" target=\"_blank\" rel=\"noreferrer noopener\">le verre \u00e0 moiti\u00e9 plein<\/a>. On conseillera \u00e0 ceux qui veulent en savoir plus de lire quelques pages de <a href=\"\/Users\/GRARDB~1\/AppData\/Local\/Temp\/-valuation-de-l-impact-de-la-r-duction-de-la-taille-des-classes-de-cp-et-de-ce1-en-rep-sur-les-r-sultats-des-l-ves-et-les-pratiques-des-enseignants-94352_2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">ce document<\/a>, en particulier sur la revue de la litt\u00e9rature scientifique sur le sujet.<\/p>\n\n\n\n<p>Si on admet que ce dispositif a permis d\u2019obtenir des avanc\u00e9es, mais a ses limites, la conclusion logique est de deux ordres. D\u2019abord conserver le dispositif et am\u00e9liorer son fonctionnement. L\u2019un des grands probl\u00e8mes de l\u2019action publique est la volont\u00e9 des politiques de marquer leur empreinte, ce qui conduit \u00e0 changer souvent de politique&nbsp;: la mise en place d\u2019une politique efficace demande du temps, de la continuit\u00e9, de l\u2019\u00e9valuation et une am\u00e9lioration progressive plut\u00f4t que des changements de cap incessants.<\/p>\n\n\n\n<p>Ensuite, compl\u00e9ter le dispositif par des actions de types diff\u00e9rents&nbsp;: sur les m\u00e9thodes d\u2019enseignement, la formation permanente des enseignants, le lien avec les biblioth\u00e8ques, l\u2019aide scolaire, l\u2019aide aux parents, la liste est longue&nbsp;!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Le minist\u00e8re de l\u2019\u00c9ducation a publi\u00e9 le 23 novembre un \u00e9tat des lieux qui comprend une tr\u00e8s grande masse d\u2019informations. Parmi celles-ci, celles concernant la ma\u00eetrise de lecture m\u00e9ritent une attention particuli\u00e8re, tant les manquements repr\u00e9sentent un handicap important dans notre soci\u00e9t\u00e9. Un enjeu majeur Ne pas vraiment comprendre ce&#8230;<\/p>\n","protected":false},"author":11,"featured_media":5244,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[53],"tags":[],"class_list":["post-5236","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analyses","entry","simple"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Maitrise de la lecture - La Gazette<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sceaux-lagazette.fr\/index.php\/2021\/12\/11\/maitrise-de-la-lecture\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Maitrise de la lecture - La Gazette\" \/>\n<meta property=\"og:description\" content=\"Le minist\u00e8re de l\u2019\u00c9ducation a publi\u00e9 le 23 novembre un \u00e9tat des lieux qui comprend une tr\u00e8s grande masse d\u2019informations. 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