Compréhension écrite en français. Langue de scolarisation chez des enfants de langue d’origine arabe : contribution de facteurs cognitifs et linguistiques

Abstract

Reading comprehension, i.e., the ability to extract and construct meaning through the reader’s interaction and involvement with written language, results from the mobilization of linguistic and cognitive factors necessary, among other things, for the construction of the microstructure (local meaning) and the macrostructure (global meaning) in reading ( Kintsch, 1998 ). This ability is a prerequisite for learners’ academic success ( Bialystok, 2001 ). However, heritage language children, i.e., those from a migrant background who speak or at least understand their language of origin, which is different from the majority language and from the language of instruction ( Valdés, 2001 ), often have a disadvantage in reading comprehension compared to native speakers of the language of instruction. This is generally attributed to linguistic or cognitive differences ( Lervåg and Aukrust, 2010 ). Our research investigated the relationship between reading comprehension, linguistic factors (oral comprehension and metasyntactic ability) and cognitive factors (working memory and phonological memory) in 62 heritage language children of Arab origins, attending French schools in Montreal. The results highlighted significant differences in the contribution of the targeted variables in the construction of the microstructure and the macrostructure in reading.