![]() Enseigner et apprendre l’orthographe avec la « Twictée ». īrissaud, C., Viriot-Goeldel, C., & Ponton, C. Paper presented at the 4th World Conference on French Linguistics (CMLF), July 2014, Berlin, Germany. ![]() La performance orthographique à l’articulation école collège: une approche qualitative des marques du pluriel. Paris: Hatier.īrissaud, C., Cogis, D., & Totereau, C. Comment enseigner l’orthographe aujourd’hui ?. French Pupils’ Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study. īosse, M.-L., Brissaud, C., & Le Levier, H. Metacognition in spelling: Using writing and reading to self-check spellings. We discuss these results in the light of previous qualitative analyses carried out on this corpusĪrabyan, M. Nevertheless, further analyses showed that Twictée’s overall impact on spelling performance was significantly greater in schools in disadvantaged urban areas and in large classes. Mixed-model analyses showed a significant improvement in global spelling performance over time, but the impacts of the interaction between time and condition reached significance for only four specific aspects of spelling performance. The present study evaluated Twictée’s impact on spelling performance in 40 classes of 4 th-, 5 th-, and 6 th-grade students (N = 893 students). Twictée, a portmanteau of Twitter and dictée (French for dictation), is a collaborative method for teaching spelling that promotes the metacognitive reasoning needed to understand and assimilate the morphosyntactic features of French spelling. Spelling, orthography, collaborative writing, twitter, Twictée Abstract Université Paris Est Creteil, Bonneuil UPL, Univ Paris 8, Saint Denis
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