{"id":1063,"date":"2013-11-01T08:00:40","date_gmt":"2013-11-01T08:00:40","guid":{"rendered":"http:\/\/austinpartners.wordpress.com\/?p=1063"},"modified":"2013-11-01T08:00:40","modified_gmt":"2013-11-01T08:00:40","slug":"why-2nd-grade","status":"publish","type":"post","link":"https:\/\/austinpartners.org\/fr\/2013\/11\/01\/why-2nd-grade\/","title":{"rendered":"Pourquoi la 2e ann\u00e9e?"},"content":{"rendered":"<h3>Pourquoi proposons-nous la lecture <a href=\"http:\/\/austinpartners.org\/fr\/coach\/\">coaching en classe<\/a> \u00e0 2<sup>nd<\/sup> classe? Pourquoi pas 3<sup>rd<\/sup>, 4<sup>e<\/sup>ou 5<sup>e<\/sup> grades?<\/h3>\n<p>APIE 2<sup>nd<\/sup> Les programmes de coaching en classe de lecture et de Compa\u00f1eros en Lectura visent \u00e0 amener les \u00e9l\u00e8ves au niveau scolaire de 3<sup>rd<\/sup> classe. Une recherche de pointe en \u00e9ducation soutient la conclusion selon laquelle une majorit\u00e9 d&#039;\u00e9l\u00e8ves qui ne peuvent pas lire en 3e ann\u00e9e ont du mal \u00e0 rattraper leur retard scolaire (<a href=\"http:\/\/www.aecf.org\/Newsroom\/NewsReleases\/HTML\/2011Releases\/~\/media\/Pubs\/Topics\/Education\/Other\/DoubleJeopardyHowThirdGradeReadingSkillsandPovery\/DoubleJeopardyReport040511FINAL.pdf\"><i>Double p\u00e9ril: comment les comp\u00e9tences en lecture de troisi\u00e8me ann\u00e9e et la pauvret\u00e9 influencent l&#039;obtention du dipl\u00f4me d&#039;\u00e9tudes secondaires<\/i><\/a>, 2012).<\/p>\n<p><strong>&quot;<i>Les r\u00e9sultats d\u2019une \u00e9tude longitudinale men\u00e9e aupr\u00e8s de pr\u00e8s de 4 000 \u00e9l\u00e8ves montrent que ceux qui ne lisent pas correctement en troisi\u00e8me ann\u00e9e sont quatre fois plus susceptibles de quitter l\u2019\u00e9cole sans dipl\u00f4me que les lecteurs avertis. \u00bb <\/i><\/strong><\/p>\n<p align=\"right\"><b><i><strong>\u2013Double p\u00e9ril<\/strong> <\/i><\/b><\/p>\n<p>Une \u00e9tude men\u00e9e aupr\u00e8s de 382 \u00e9l\u00e8ves de la maternelle \u00e0 la troisi\u00e8me ann\u00e9e par des chercheurs canadiens a montr\u00e9 que l&#039;\u00e9cart entre les lecteurs forts et les lecteurs en difficult\u00e9 augmente \u00e0 mesure que les enfants vieillissent (<a href=\"http:\/\/www.aecf.org\/~\/media\/Pubs\/Initiatives\/KIDS%20COUNT\/123\/2010KCSpecReport\/Special%20Report%20Executive%20Summary.pdf\"><i>Avertissement pr\u00e9coce confirm\u00e9<\/i><\/a>, par la Fondation Annie E. Casey). Les points de donn\u00e9es ont montr\u00e9 que les lecteurs qui avaient des difficult\u00e9s au d\u00e9but de l&#039;\u00e9tude \u00e9taient encore plus distanc\u00e9s par leurs pairs, qui lisaient au niveau scolaire, \u00e0 mesure que l&#039;\u00e9tude progressait.<\/p>\n<p>En 2<sup>nd<\/sup> ann\u00e9e scolaire, les enfants devraient passer de l&#039;apprentissage \u00e0 la lecture \u00e0 la lecture pour apprendre. En les aidant \u00e0 atteindre la ma\u00eetrise et la compr\u00e9hension au niveau scolaire, le Reading Classroom Coaching et Compa\u00f1eros en Lectura de l&#039;APIE augmentent la probabilit\u00e9 que ces \u00e9l\u00e8ves continuent \u00e0 obtenir leur dipl\u00f4me d&#039;\u00e9tudes secondaires.<\/p>\n<p>Selon <i>Avertissement pr\u00e9coce confirm\u00e9<\/i>, il existe \u00abun lien entre l&#039;\u00e9chec de la lecture \u00e0 la fin de la troisi\u00e8me ann\u00e9e, les difficult\u00e9s scolaires persistantes \u00e0 l&#039;\u00e9cole, l&#039;\u00e9chec de l&#039;obtention du dipl\u00f4me d&#039;\u00e9tudes secondaires \u00e0 temps et les chances de r\u00e9ussir \u00e9conomiquement plus tard dans la vie.<\/p>\n<p>Le but ultime de tous les programmes de l&#039;APIE est de fournir aux \u00e9tudiants d&#039;Austin ISD la pr\u00e9paration dont ils ont besoin pour r\u00e9ussir au lyc\u00e9e et au-del\u00e0, y compris l&#039;universit\u00e9 et la carri\u00e8re. Nous esp\u00e9rons qu&#039;en commen\u00e7ant t\u00f4t, en deuxi\u00e8me ann\u00e9e, nous pourrons augmenter les chances de ces enfants de r\u00e9ussir sur le plan acad\u00e9mique et ainsi leur donner les moyens d&#039;am\u00e9liorer leur avenir \u00e9conomique.<\/p>","protected":false},"excerpt":{"rendered":"<p>Pourquoi proposons-nous un accompagnement en lecture d\u00e8s le CE1\u00a0? Pourquoi pas en CE2, CM1 ou CM2\u00a0? Les programmes d&#039;accompagnement en lecture et Compa\u00f1eros en Lectura de l&#039;APIE visent \u00e0 amener les \u00e9l\u00e8ves au niveau requis d\u00e8s le CE2. Des recherches de pointe en \u00e9ducation confirment qu&#039;une majorit\u00e9 d&#039;\u00e9l\u00e8ves qui ne savent pas lire [\u2026]<\/p>","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[16,21],"tags":[68,69,70,63],"class_list":["post-1063","post","type-post","status-publish","format-standard","hentry","category-austin-partners-in-education","category-classroom-coaching","tag-2nd-grade","tag-3rd-grade","tag-grade-level-reading","tag-literacy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Why 2nd Grade? - Austin Partners in Education<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/austinpartners.org\/fr\/2013\/11\/01\/why-2nd-grade\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Why 2nd Grade? - Austin Partners in Education\" \/>\n<meta property=\"og:description\" content=\"Why do we offer reading classroom coaching to 2nd grade? 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