Abstract

MAUROUX, Florence. Activités d´ecriture approchée et entrée dans l' écrit des jeunes enfants: analyse comparative de démarches didactiques en premiére primaire en France. Invest. Práticas [online]. 2014, vol.4, n.2, pp.4-21. ISSN 2182-1372.

We present the follow-up of a group of pupils, from Grande section (third year of kindergarten in France - 5 years old) to the end of CE1 (second year of primary school - 7/8 years old). The population consists of a control group and an experimental group that practices weekly sessions of invented spelling, observed and filmed at different moments of the year (in October, March and June). In our contribution, we analyze the sessions filmed at the end of CP (first year of primary school) in an essentially comparative perspective. The aim is to describe the didactical approach implemented by teachers in these sessions of teaching to spell. The analysis of the pupils’ written productions and verbalizations also allows us to assess theses teaching approaches and to characterize the one that seems the most convenient to the development of metalinguistic skills for young writers.

Keywords : beginning of primary school; invented spelling; didactical approach; teaching to spell.

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