Enseigner l’écriture : l’impact des étayages et des interactions entre pairs sur le développement de la compétence scripturale

Colognesi, Stéphane [UCL] Lucchini, Silvia [UCL]

We report here an experiment on the teaching of the editorial process component of 38 pupils aged 10-12 years, for whom we collected and analyzed 228 written productions, compared to a control class of 18 pupils of the same age group. We examine the effects, on the development of the scriptural competence, of a device (Itineraries) which allows students to rewrite their text several times, alternating these moments of rewriting with activities that lead students to reinforce their ability to revisit the text. We also show the specific impact of two revision capacity-building activities — teacher-based support and peer-to-peer interactions — on knowledge components (knowledge, know-how, spelling knowledge, semiotic knowledge) constituents of scriptural competence. The results tend to show that the scaffolding offered by the teacher is necessary to provide students with new knowledge, whereas peer interactions mobilize the knowledge already there, give aid for some sporadic corrections and to prepare the final dissemination of the text.