Should students be taught how to read a text? Account of a reflexive practice approach to reading used by teachers of various subjects





BÉLEC, Catherine
En collaboration avec : Julie Myre-Bisaillon, Julie Roberge et Alexandre Buysse

Some studies lament that 19.4 percent of university graduates born in Quebec lack an adequate literacy level to function effectively in society. A person with inadequate literacy to function in society might be a good reader of novels but incapable of understanding an instruction manual; or might be able to read an article, but unable to make a critical judgment on its reliability. Yet when we want our students to learn through the texts we assign them to read, regardless of the discipline we expect them to have a sufficient level of literacy to achieve the expected transfer. Unfortunately, the hard reality seems quite different: many teachers comment on the difficulties faced by some students when accessing knowledge through reading, and not just in French-language courses. Aware of this problem, six teachers at Cégep Gérald-Godin, from various disciplines, agreed to take part in a project to promote the development of self-regulation in their students’ reading. While the project is still in its early stages, it is already clear that the approach is engaging participants in a process of reflecting on their own relationship with reading and its use with their students as a learning tool. The article presents a few highlights of the reflexive approach taken by these teachers, as well as the questions and issues it has raised. It also offers a few paths for action by teachers interested in improving the pedagogical potential of learning activities through reading assigned to their students.

The AQPC acknowledges the financial support, in 2014-2015, of the Government of Canada through Canadian Heritage, Canada Periodical Fund, Business Innovation component.

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