{"id":5294,"date":"2025-02-26T07:30:16","date_gmt":"2025-02-26T06:30:16","guid":{"rendered":"https:\/\/sceaux-lagazette.fr\/?p=5294"},"modified":"2025-02-26T07:38:23","modified_gmt":"2025-02-26T06:38:23","slug":"maitriser-la-lecture-a-sceaux","status":"publish","type":"post","link":"https:\/\/sceaux-lagazette.fr\/index.php\/2025\/02\/26\/maitriser-la-lecture-a-sceaux\/","title":{"rendered":"Ma\u00eetriser la lecture \u00e0 Sceaux"},"content":{"rendered":"\n

Article publi\u00e9 la premi\u00e8re fois le 13 d\u00e9cembre 2021 et republi\u00e9 le 26 f\u00e9vrier 2025.<\/p>\n\n\n\n

La Gazette a publi\u00e9 le 11 d\u00e9cembre 2021 un article sur l\u2019apprentissage de la lecture<\/a> et sur la proportion des jeunes qui ne sont pas des lecteurs efficaces. Il paraissait judicieux d\u2019avoir un point de vue de professionnel sur le sujet.  Fr\u00e9d\u00e9ric Delamare a bien voulu rebondir sur la conclusion qui \u00e9voquait les nombreux moyens pour am\u00e9liorer les r\u00e9sultats des jeunes fran\u00e7ais.<\/p>\n\n\n\n

Le directeur de l\u2019\u00e9cole des Blagis nous avait d\u00e9j\u00e0 pr\u00e9sent\u00e9<\/a> les actions men\u00e9es par son \u00e9cole dans le cadre du Covid. Des \u00e9valuations pr\u00e9sent\u00e9es dans notre article, il retient l\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 existante dans toute les classes : arriver \u00e0 ce que tous les \u00e9l\u00e8ves soient des lecteurs efficaces est un d\u00e9fi dans toutes les \u00e9coles.<\/p>\n\n\n\n

\u00c9criture et lecture<\/h2>\n\n\n\n

Une conviction n\u00e9e de son exp\u00e9rience guide le directeur : l\u2019apprentissage de la lecture et celui de l\u2019\u00e9criture sont indissociables. Pour faire progresser l\u2019\u00e9l\u00e8ve, il faut le faire jouer les r\u00f4les de r\u00e9cepteur et d\u2019\u00e9metteur des messages. Par exemple, l\u2019\u00e9cole a depuis longtemps mis en place un \u00ab cahier culturel \u00bb, sur lequel les enfants racontent leurs sorties. Cela suppose d\u2019ouvrir l\u2019\u00e9cole sur le monde ext\u00e9rieur. De mani\u00e8re plus g\u00e9n\u00e9rale, le projet d\u2019\u00e9cole met l\u2019accent sur la production d\u2019\u00e9crit et sur le vocabulaire.<\/p>\n\n\n\n

La biblioth\u00e8que est l\u2019occasion de travail en demi-groupe : l\u2019un avec le directeur \u00e0 la biblioth\u00e8que (celle de l\u2019\u00e9cole est vraiment de qualit\u00e9) et l\u2019autre avec l\u2019enseignant pour du travail d\u2019\u00e9criture.<\/p>\n\n\n\n

Un des points cl\u00e9s est lexical : l\u2019\u00e9l\u00e8ve a besoin de donner un sens aux mots qu\u2019il emploie alors qu\u2019il n\u2019a pas forc\u00e9ment des images derri\u00e8re les mots<\/p>\n\n\n\n

Exemple : quand Fr\u00e9d\u00e9ric Delamare raconte une histoire qui fait intervenir \u00ab un papillon qui voltige dans la prairie \u00bb, il faut bien que les enfants se donnent une image de chacun des trois mots \u00ab papillon \u00bb, \u00ab voltiger \u00bb et \u00ab prairie \u00bb, pour qu\u2019ils s\u2019approprient vraiment l\u2019histoire ! Cette question de sens \u00e0 ce qu\u2019on fait se pose d\u2019ailleurs aussi en calcul<\/p>\n\n\n\n

Ce probl\u00e8me de vocabulaire se pose avec plus d\u2019acuit\u00e9 pour les enfants qui ne parlent pas fran\u00e7ais \u00e0 la maison, \u00e9tant issus de familles non francophones. Mais il reste un point cl\u00e9 pour tous, \u00e0 des degr\u00e9s divers.<\/p>\n\n\n\n

Plan d\u2018action lecture<\/h2>\n\n\n\n

Dans les ann\u00e9es 90, le d\u00e9partement des Hauts-de-Seine avait lanc\u00e9, en partenariat avec l\u2019Ecole normale, un plan d\u2019action lecture qui visait le p\u00e9riscolaire pour apporter chaque semaine aux enfants en difficult\u00e9 scolaire un soutien suppl\u00e9mentaire, \u00e0 travers des modules de 3 heures en lecture, \u00e9criture et informatique. Ce plan efficace et utile a malheureusement disparu il y a une dizaine d\u2019ann\u00e9es.<\/p>\n\n\n\n

Formation des enseignants<\/h2>\n\n\n\n

Fr\u00e9d\u00e9ric Delamare est entr\u00e9 \u00e0 l\u2019\u00c9cole normale apr\u00e8s le bac et a suivi trois ann\u00e9es de formation, alternant les passages sur le terrain et les temps d\u2019analyse de l\u2019activit\u00e9 terrain pour mieux la comprendre. Plus tard, cette formation initiale en alternance est pass\u00e9e \u00e0 deux ans et elle n\u2019est plus que d\u2019un an aujourd\u2019hui.<\/p>\n\n\n\n

La qualit\u00e9 de l\u2019enseignement par les professeurs des \u00e9coles passe aussi par la qualit\u00e9 de la formation donn\u00e9e \u00e0 ces m\u00eames enseignants, ce n\u2019est pas une surprise.<\/p>\n\n\n\n

Le r\u00f4le des parents<\/h2>\n\n\n\n

Que peuvent faire les parents de leur c\u00f4t\u00e9 ? Le directeur de l\u2019\u00e9cole des Blagis d\u00e9plore que les enfants passent de plus en plus de temps sur les \u00e9crans, alors qu\u2019il existe aujourd\u2019hui tant de jeux p\u00e9dagogiques. \u00ab Il ne faut pas mettre les enfants sous cloche, les rendre passifs de toute activit\u00e9 \u00bb. Cela passe par des choses tr\u00e8s simples. Par exemple, donner l\u2019occasion d\u2019\u00e9crire en envoyant des cartes postales \u00e0 la famille, lire des histoires avec les enfants en insistant sur la repr\u00e9sentation mentale, sur le vocabulaire, en mettant des images sur les mots, en leur demandant de raconter ce qu\u2019ils ont retenu de l\u2019histoire. Pr\u00e9parer avec eux la monnaie pour acheter la baguette \u00e0 la boulangerie.<\/p>\n\n\n\n

Utiliser les jeux p\u00e9dagogiques en prenant le temps de lire la r\u00e8gle du jeu. Tout simplement, prendre du temps pour jouer avec les enfants.<\/p>\n\n\n\n

Fr\u00e9d\u00e9ric Delamare passe beaucoup de temps \u00e0 la biblioth\u00e8que avec les \u00e9l\u00e8ves. Il y prend plaisir \u00e0 d\u00e9couvrir les enfants sous une autre facette. Ils ont une forte demande affective pour des activit\u00e9s communes avec les adultes, que ce soit pour lire, raconter des histoires ou jouer. Ce qui est assez r\u00e9confortant pour les parents et les grands-parents. Et tous ceux qui sont pr\u00eats \u00e0 passer du temps avec des enfants. Pour transmettre et \u00e9couter.<\/p>\n\n\n\n

A lire aussi : Avec de jeunes \u00ab journalistes \u00bb aux Blagis<\/a><\/p>\n\n\n\n

Lire et et faire lire \u00e0 Ch\u00e2tenay-Malabry…ou ailleurs<\/a><\/p>\n\n\n\n

D\u00e9couverte de la biblioth\u00e8que municipale de Sceaux<\/a><\/p>\n\n\n\n

Vive la biblioth\u00e8que<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Article publi\u00e9 la premi\u00e8re fois le 13 d\u00e9cembre 2021 et republi\u00e9 le 26 f\u00e9vrier 2025. La Gazette a publi\u00e9 le 11 d\u00e9cembre 2021 un article sur l\u2019apprentissage de la lecture et sur la proportion des jeunes qui ne sont pas des lecteurs efficaces. Il paraissait judicieux d\u2019avoir un point de…<\/p>\n","protected":false},"author":11,"featured_media":5296,"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":[53,5],"tags":[],"class_list":["post-5294","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analyses","category-des-quartiers-de-sceaux","entry","simple"],"yoast_head":"\nMa\u00eetriser la lecture \u00e0 Sceaux - 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\/2025\/02\/26\/maitriser-la-lecture-a-sceaux\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Ma\u00eetriser la lecture \u00e0 Sceaux - La Gazette\" \/>\n<meta property=\"og:description\" content=\"Article publi\u00e9 la premi\u00e8re fois le 13 d\u00e9cembre 2021 et republi\u00e9 le 26 f\u00e9vrier 2025. 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