Réorganisation de texte par des enfants de 11 ans : Effet de la longueur des textes, du niveau de compréhension des élèves et de leur maîtrise du schéma textuel

Abstract

The main goal of this work is to determine the difficulties involved in the recomposition of argumentative text by eleven years old children. The role of text length was examined in Experiment 2. The effect of the comprehension level in reading was evaluated in Experiment 3 and the mastery of prototypical schema was tested in Experiment 4. Experiment 1 was realised to collect the pro and contra arguments used in Experiments 2 to 4. The textual (text length) and individual characteristics (comprehension in reading and mastery of prototypical schema) seem to explain the difficulties faced by the eleven years old children when reorganising an argumentative text.