Text Presentation and Reading Skills Development: A Script-Combinatory Alternative to Dyslexic Tendencies in Francophone Primary School Children in Cameroon
Abstract
This study compares the advantages of cursive and scriptural presentation (Gong Nota Flores) of text in learning to read. As part of the typological analysis of teaching approaches by Goigoux (2004), she predicts the effectiveness of script-syllabic, script-global and script-combinatorial alternatives. Empirically, an experiment was carried out with 450 children of the second year elementary school in the department of Koung-Khi (West-Cameroon). It follows that the graphological presentation, both in the graphophonological/global approach as well as the phonographic/phonic/syllabic and combinatorial/mixed approach, has more advantage for the teaching/learning of reading a text configured in script (Gong Nota Flores), only in cursive. And the present article proposes it as the best psycho-pedagogical alternative to the dyslexic tendencies increasingly observed in children of French-speaking primary schools in Cameroon.
References
Aguado, G. (1996). Perceptual, social, functional and communicative dimensions of language development. In C. Chevrie Muller & J. Narbonna (Eds). The language of the child. Paris: Mason. 42-55.
Barberger-Gateau, P. & Berr, C. (4-5 November 2004). Nutrition and cognitive decline: data from Paquid and Eva epidemiologic studies. Communication presented at the 4th European Congress on Nutrition, Health and Ageing, Toulouse.
Bertrand, A. & Garnier, P.H. (2005). Cognitive psychology. Levallois-Perret: Studyrama.
Blondet, L. & Guiraud, C. (2017). Evaluation of oral language disorders in incarcerated minors and their impact on the development of detention. Childhood and Adolescent Neuropsychiatry, 65 (2), 69-77.
Bosse, M-L. (2004). Educational activities and adaptations for the prevention and consideration of dyslexia at school. In S. Valdois, P. Colé & D. David (Eds), Learning to read and developmental dyslexia: from theory to practice (pp. 233-258). Marseille Solal.
Bouchard, C. (2012). The overall development of the child and the zone of proximal development. Laval: RCPEQC.
Braibant, J-M. & Gerard, F-M. (2005). Influence of reading teaching methods on the level of acquisition of pupils in the 2nd year of primary school. Psychology and Guidance Bulletin, 9, 1-16.
Delahaie, M. (2009). The evolution of the child's language: From difficulty to disorder. Resource guide for professionals. Saint-Denis: Inpes.
Demont, E. & Gombert, J-E. (2004). Learning to read: evolution of procedures and implicit learning”. Childhood, 56(3), 245-257.
Eustache, E. & Faure, S. (2005). Handbook of Neuropsychology, 3rd edition. Paris: Dunod.
Fijalkow, E. & Fijalkow, J. (1994). Teaching to read and write in CP: inventory. French review of pedagogy, 107, 25-42.
Forest, F. & Siksou, F. (1994). Concept development and meaning programming: thought and language at Vigosky. Intellectica, 18 (1), 213-136.
Gerard, F.-M. & Braibant, J.-M. (April 2004). Structuring activities and functional activities, same fight? The case of learning reading skills in French primary school 2000, n°190-191, 24-38.
Goigoux, R. (2004). Methods and practices of teaching reading. In: Training and teaching practice in question. Revised version following the Consensus Conference on the teaching of reading in primary school, organized by the Ministry for Research and New Technologies (MJER, France), held in Paris, December 4 and 5, 2003.No1 , 37-56.
Guillaume, B. (2014). Role of emotional regulation in psychotrauma: self-reported and physiological measures. Psychology. Charles de Gaulle University - Lille III. French.
Jacob, S. & Now, C. (2017). Specific oral language disorders (SLO) in children and their impact on peer relationships. Childhood and Adolescent Neuropsychiatry, 65 (2), 78-82.
Jansen, B.J., Booth, D., & Smith, B. (2009). Using the taxonomy of cognitive learning to model online searching. Information Processing & Management, 45(6), 643-663.
Lambert, J. (2004). Language rehabilitation in aphasia. In T. Rousseau (Ed), Therapeutic approaches in speech therapy. Isbergues: Ortho Edition. 34-99.
Le Normand, M.T. (2007). Evaluation of the spontaneous production of oral language and the semantic activity of the narrative in preschool children. Speech Therapy (n° 231, Pp. 53-71). Isbergues: Ortho Edition.
Le Normand, M.T., Parisse, C., & Cohen, H. (2007). Lexical diversity and productivity in French preschoolers: gender and biosocial aspect. Clinical Linguistics and Phonetics, 51.
Leloup, G. (2007). The need for a methodological framework for the evaluation of oral language. Speech Therapy (n° 231, Pp. 10-22). Isbergues: Ortho Edition.
Lussier, F. & Flessas, J. (2001). Child neuropsychology. Paris: Dunod.
Ministry of Youth, Education and Research (2002). What do we learn in elementary school? New programs. C.N.D.P. / XO Editions.
Ministry of Youth, Education and Research (2003). Reading at CP, Program support document, Paris: Scénen.
Moussa G.N. (September 2016). The flores gong nota method is revolutionizing basic education in Africa. Echoes of research: Information bulletin for the promotion and popularization of research results from the Ministry of Scientific Research and Innovation, 32, 3.
Report of the experimental phase of the Florès Gong Nota method in Chad (2014). Flores Gong Nota method, a new writing system experimented in some schools. N'Djamena: CEFOD.
Roustit, J. (2007). Oral language assessment in young children. Speech Therapy (n° 231, Pp. 3-9). Isbergues: Ortho Edition.
Valdois, S., Colé, P., & David, D. (2004). Learning to read and developmental dyslexia: from theory to practice. Marseille: Solal.
Copyright (c) 2023 TAMO FOGUE Yannick
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
