Canadian Journal of Speech-Language Pathology and Audiology

Évaluation de la compréhension de textes narratifs construits selon un modèle théorique

 
Author(s) Sophie Chesneau
Marie-Chantale Roy
Bernadette Ska
Volume 31
Number 2
Year 2007
Page(s) 83-93
Language French
Category
Keywords compréhension
de
textes
narratifs
évaluation
modèle
théorique
construction
Abstract Comprendre un texte renvoie à une situation complexe. Le modèle de Kintsch (1988) permet d’identifier trois niveaux de représentation dans le traitement du texte: la forme linguistique, la base de texte et le modèle de situation. En clinique, la forme linguistique de la compréhension de texte est évaluée dans tous les bilans d’aphasiologie. Il n’existe pas de test en langue française qui évalue la base de texte et le modèle de situation en fonction des caractéristiques du texte. L’objectif de cette étude est de construire un protocole permettant cette évaluation. Pour cela un matériel constitué de trois séries de trois textes équivalents et de neuf questionnaires a été élaboré avec l’aide de 84 participants. Les textes sont construits de façon à mettre en relief des faiblesses de compréhension dans la base de texte et dans la mise à jour du modèle de situation en tenant compte des caractéristiques des textes.




Complex processes take place during text comprehension. Kintsch’s model (1988) helps analyzing the complex processes by distinguishing the three levels of discourse representation which are the form, the content, and the context. Until today, the main tool for the evaluation of text comprehension has been the auditory comprehension subtest of the Standardized Aphasia Tests. The stimuli involved in this subtest consist mainly of isolated words and sentences. Therefore, these stimuli cannot appropriately evaluate comprehension of multiple sentences in a text. Thus, the goal of this study was to build a procedure allowing the evaluation of text comprehension. This evaluation was intented to help in the identification of problems that can arise at each level of discourse comprehension. This procedure involved three series of three texts, built to avoïd a learning effect, as well as nine questionnaires elaborated with the help of 50 participants. Each text series assess one level of discourse comprehension. Furthermore, the equivalence between the texts in each series were examined by another 34 participants. The results showed that the texts of each series are equivalent, allowing an appropriate analysis of text comprehension.
Record ID 943
Link http://cjslpa.ca/files/2007_CJSLPA_Vol_31/No_02_70-108/Chesneau_CJSLPA_2007.pdf
 
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