Expérimentation d’un dispositif pour l’enseignement de la ponctuation et ses effets sur les performances en écriture des élèves de 2e année de l’école primaire

Abstract

In this present study, a project for teaching punctuation has been designed, from a socioconstructivist perspective, to address gaps in student writing. The effects of this intervention on the learners’ writing performance was then evaluated, using a dictation test with a cohort of 121 students in the second year of primary school (CE1). The results show that students who had taken part in the intervention performed better in writing than the other students, especially in punctuation. It seems that this positive effect can be attributed to the concepts learned during the intervention. In addition to a positive effect, the project also seems to have had a prolonged effect.