The SELEN project (Stratégies expertes de lecture dans les environnements numériques, ANR-17-CE28-0016-02) aims to study the relationship between core components of reading (decoding, comprehension) and functional reading strategies that allow the search and evaluation of information in digital environments. Its main ambition is to develop a method to assess and train teenagers' (10-19 years) functional reading skills.
Although the effective mastery of reading is an essential prerequisite for secondary and higher education, national and international studies show that a worrying proportion of adolescents struggle to make use of texts in the service of functional tasks. However, there is a scarcity of individual assessment tools for adolescents and few instructional approaches dedicated to the training of expert strategies. The SELEN project aims to examine the relationship between core components of reading and the more complex strategies at work in functional situations. It aims to develop a set of original, computer-presented assessment tools, in order to evaluate adolescents' digital reading skills. Finally, the project seeks to design instructional methods and resources for the training of functional strategies in secondary and higher education.
Development of a set of tasks to evaluate functional reading strategies.
Field studies assessing the relationship between basic competencies and functional strategies
Development and test of a web platform to create, manage and present functional reading tasks.
Experiments aimed at assessing the role of memory and task constraints on adolescents' reading performance.
Design and test of training methodologies in secondary schools and universities.
- State of the art review of the definitions and evaluation of reading comprehension.
- Development of a prototype web site for the assessment of reading strategies. Usability study.
- Data collection with 1st year university students (n=120) and 8th grade students (=n=550 on the basis of 20 reading comprehension tasks involving more than 200 questions.
- Continuation of the Web site development
- Experiments on digital reading strategies and their links with basic reading competencies.
Years 3 and 4 :
- Development and test of training methodologies for secondary and higher education students.
Rouet, J.F., Ayroles, J. , Macedo-Rouet, M., & Potocki, A. (à paraitre) Children's acquisition of text search strategies: The role of task models and relevance processes. In Fu, W.T., A. Chevalier, and H. van Oostendorp (Eds). Understanding and Improving Information Search - A Cognitive Approach.
Sanchiz, M., Potocki, A., Macedo-Rouet, M., Vibert, N., Rouet, J.F. (under review). Assessing text comprehension in the digital age: a review of constructs and performance indicators.
Sanchiz, M., Potocki, A., Macedo-Rouet, M., Vibert, N., Rouet, J.F. (2019). Measuring Adolescents’ Reading Comprehension skills in the Digital Age: contribution of memory-based and text-available assessment tasks. Poster presented at the 29th Annual Meeting of the Society for Text & Discourse, New York City, USA (July 9-11).
The SELEN project examines the acquisition of reading strategies in digital environments during adolescence (i.e., 10 to 19 years old). The project will be run by a consortium comprising three research groups, with expertise in cognitive and developmental psychology and in educational sciences. The project includes three main phases: the design of innovative tasks to assess “basic” and more advanced reading abilities using computerized devices; the study of the conditions for teenagers' acquisition of advanced reading skills (information search, evaluation and multiple documents integration); and the design and validation of online instructional resources to train students from secondary and higher education on reading strategies in digital environments. The project, which includes a plan for the dissemination and exploitation of project outcomes, matches the objectives of Challenge 8, Axis 4 and Orientation 33 of the National Research Agency.
Monsieur Jean-François Rouet (Centre de Recherches sur la Cognition et l'Apprentissage)
The author of this summary is the project coordinator, who is responsible for the content of this summary. The ANR declines any responsibility as for its contents.
EMC Laboratoire d'Etude des Mécanismes Cognitifs
EXPERICE Centre de Recherche Interuniversitaire Expérience Ressources Culturelles Éducation
CERCA Centre de Recherches sur la Cognition et l'Apprentissage
Help of the ANR 370,956 euros
Beginning and duration of the scientific project: March 2018 - 48 Months