TY  - BOOK
AU  - Briquet-Duhazé,Sophie
AU  - Turcotte,Catherine
TI  - From reading-writing research to practice
SN  - 9781119610793
PY  - 2019///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - College readers
KW  - English language
KW  - Rhetoric
KW  - Problems, exercises, etc
KW  - Report writing
KW  - LANGUAGE ARTS & DISCIPLINES
KW  - Composition & Creative Writing
KW  - bisacsh
KW  - REFERENCE
KW  - Writing Skills
KW  - fast
N1  - Cover; Half-Title Page; Title Page; Copyright Page; Contents; Introduction; I.1 Bibliography; 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z; 1.1. Introduction; 1.2. Problematic and conceptual framework; 1.3. Presentation of the project and the stages of dissemination and appropriation; 1.3.1. Step 1: appropriation through collaboration, training and; 1.3.2. Step 2: dissemination in professional conferences; 1.3.3. Step 3: the creation of a guide and internet tools; 1.4. Reflections and conclusions; 1.5. Bibliography; 2. Scientific Project: Creating a Website Dedicated to French Didactics2.1. Introduction; 2.2. Problem and theoretical framework; 2.3. Presenting the research project; 2.4. Work carried out between September 2016 and June 2017; 2.4.1. Construction of the first organization website (plan) based on the sections already listed; 2.4.2. A questionnaire survey; 2.4.3. An interview survey; 2.5. Work carried out since September 2017; 2.6. Conclusion; 2.7. Appendices; 2.8. Bibliography; 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation; 3.1. Introduction3.2. Problem and conceptual framework; 3.3. Methodology; 3.3.1. Participants; 3.3.2. Context of the research; 3.3.3. Collection instruments and procedures; 3.3.4. Assessment protocol; 3.4. Results; 3.4.1. Characteristics of effective support methods; 3.4.2. Personal dimensions related to professional development; 3.4.3. Dialog between teachers and researchers; 3.5. Discussion; 3.5.1. Limitations of our study and future perspectives; 3.6. Conclusion; 3.7. Appendices; 3.8. Bibliography; 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities4.1. Introduction; 4.2. Theoretical frameworks; 4.2.1. From knowledge to action: the process of channelling; 4.2.2. The learning community; 4.3. From production to knowledge transfer: the activities carried out; 4.3.1. Funneling knowledge into action; 4.3.2. Development of the learning community (action cycle); 4.4. Discussion; 4.5. Conclusion; 4.6. Bibliography; 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools; 5.1. Introduction; 5.2. Question and perspective adopted5.3. Reference framework; 5.4. Methodology; 5.5. Results; 5.6. Conclusion; 5.7. Bibliography; 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context1; 6.1. Introduction; 6.2. General context, problem and research objective; 6.3. Theoretical framework; 6.3.1. Literary training and reading/appreciation; 6.3.2. Means of evaluating the reading/appreciation of literary; 6.4. Methodology; 6.5. Some results of the interventions in teaching and reading assessment
N2  - Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers' continuing education is dependent on the effective dissemination and appropriation of research results
UR  - https://doi.org/10.1002/9781119610793
ER  -