{"id":1800,"date":"2019-10-23T15:18:38","date_gmt":"2019-10-23T19:18:38","guid":{"rendered":"https:\/\/guidelecture.uqat.ca\/bibliographie\/"},"modified":"2022-05-04T16:01:21","modified_gmt":"2022-05-04T20:01:21","slug":"bibliography","status":"publish","type":"page","link":"https:\/\/guidelecture.uqat.ca\/en\/bibliography\/","title":{"rendered":"Bibliography"},"content":{"rendered":"

Sources :<\/strong><\/p>

Bandura, A. (2019).\u00a0Auto-efficacit\u00e9: comment le sentiment d'efficacit\u00e9 personnelle influence notre qualit\u00e9 de vie<\/i>. Boeck sup\u00e9rieur.\u00a0<\/span><\/p>\n

Barbeau, D., Montini, A., & Roy, C. (1997). Tracer les chemins de la connaissance<\/i>. Association qu\u00e9b\u00e9coise de p\u00e9dagogie coll\u00e9giale.<\/p>\n

B\u00e9gin, C. (1995). Devenir efficace dans ses \u00e9tudes.<\/i> Gu\u00e9rin \u00e9diteur.\u00a0<\/span><\/p>\n

Bertrand, D. et Azrour, H. (2004). R\u00e9apprendre \u00e0 apprendre au coll\u00e8ge, \u00e0 l\u2019universit\u00e9 et en milieu de travail<\/i>. Gu\u00e9rin \u00e9diteur.\u00a0<\/span><\/p>\n

Bizouard, C. (2010). Cultiver sa m\u00e9moire de 0 \u00e0 99 ans (sixi\u00e8me \u00e9dition).<\/i> Presses de l\u2019Universit\u00e9 Laval..<\/i><\/span><\/p>\n

Bragdon, A. D. et Gamon, D. (2006). Du sport pour la m\u00e9moire\u00a0: \u00e0 tout \u00e2ge, entra\u00eenez-l\u00e0<\/i>. Dunod.\u00a0<\/span><\/p>\n

Buzan, T. (2006). Speed Reading. Accelerate your Speed and Understanding for Success<\/i>. BBC Active.<\/p>\n

Cr\u00e9peau, N. (2009). Dispositif didactique pour enseigner les strat\u00e9gies de lecture universitaire.<\/i> UQAT (document non publi\u00e9).\u00a0<\/span><\/p>\n

Delsarte, N. (2006). Ma\u00eetriser sa m\u00e9moire. <\/i>Studyrama.\u00a0<\/span><\/p>\n

Dionne, B. (2008). Pour r\u00e9ussir\u00a0: guide m\u00e9thodologique pour les \u00e9tudes et la recherche, 5<\/i>e<\/sup><\/i><\/span> \u00e9dition. <\/i>Cheneli\u00e8re \u00e9ducation.<\/p>\n

Elder, J. (2008). Exercise your college reading skills: developing more powerful comprehension (Second Edition)<\/i>. McGraw-Hill Higher Education.<\/p>\n

Ellis, D. (2011). Becoming a Master Student (13<\/i>th<\/sup><\/i><\/span> Edition).<\/i> Cengage Learning.<\/p>\n

Feldman, R.S. and Chick, S. (2005). P.O.W.E.R. Learning: Strategies for Success in Higher Education and Life (2<\/i>nd<\/sup><\/i><\/span> Canadian Edition).<\/i> McGraw-Hill Ryerson.<\/p>\n

Feldman, R.S. (2011). P.O.W.E.R. Learning: Strategies for Success in College and Life (Fifth <\/i> edition).<\/i> McGraw-Hill.<\/p>\n

Fitzpatrick, C. et Ruscica, M. (1995). Reading Pathways.<\/i> Heath and Company.\u00a0<\/span><\/p>\n

Garner, R. (1987). Metacognition and Reading Comprehension<\/i>. Ablex Publishing Corporation.\u00a0<\/span><\/p>\n

Giasson, J. (1990). La compr\u00e9hension en lecture.<\/i> Ga\u00ebtan Morin.\u00a0<\/span><\/p>\n

Giasson, J. (2005). La lecture de la th\u00e9orie \u00e0 la pratique. <\/i>Ga\u00ebtan Morin \u00c9diteur.\u00a0<\/span><\/p>\n

Goulet, L. et L\u00e9pine, G. (1988). Cahier de M\u00e9thodologie.<\/i> UQAT.\u00a0<\/span><\/p>\n

Herrmann, D., Raybeck, D., & Gruneberg, M. (2002).\u00a0Improving memory and study skills: Advances in Theory and Practice<\/i>. Hogrefe Publishing.<\/p>\n

Hot, A. (2013). L\u2019enseignement des langues de scolarisation et la r\u00e9ussite \u00e0 l\u2019\u00e9cole.\u00a0La formation des enseignants inuit et des Premi\u00e8res Nations<\/i>, 61-77. Presses de l\u2019Universit\u00e9 du Qu\u00e9bec.<\/p>\n

Lamy, D. (2008). Introduction de la carte conceptuelle comme outil d\u2019enseignement [Pr\u00e9sentation PowerPoint]. https:\/\/docplayer.fr\/11052539-Introduction-de-la-carte-conceptuelle-comme-outil-d-enseignement.html<\/span><\/a>\u00a0<\/span><\/p>\n

Legendre, R. (2005). Dictionnaire actuel de l\u2019\u00e9ducation<\/i> (vol 1554). Gu\u00e9rin \u00e9diteur.<\/p>\n

Mc Whorter, K.T. (1994). Academic Reading (Second Edition).<\/i> Harper Collins College Publishers.<\/p>\n

Mindtools (n.d.). Speed reading. How to Absorb Information Quickly and Effectively.<\/i>\u00a0 <\/span>https:\/\/www.mindtools.com\/speedrd.html<\/span><\/a>\u00a0<\/span><\/p>\n

Moreillon, J. (2007). <\/i>Collaborative strategies for teaching reading comprehension: maximizing your impact. American Library Association.<\/p>\n

Morfaux, L.-M. et Pr\u00e9vost, R. (2009). R\u00e9sum\u00e9 et synth\u00e8se de textes\u00a0: m\u00e9thode et exercices corrig\u00e9s (6e<\/sup><\/span> \u00e9dition). Armand Colin.<\/p>\n

Mottet, M. (2008). Les cartes conceptuelles [Pr\u00e9sentation PowerPoint].
\nhttp:\/\/slideplayer.fr\/slide\/1172947\/<\/span><\/a><\/span>\u00a0<\/span><\/p>\n

Nist, S. L. et Holschuh, J. L. (2000). Comprehension strategies at the college level.\u00a0Handbook of College Reading and Study Strategy Research<\/i>. 75-104.<\/p>\n

Office qu\u00e9b\u00e9cois de la langue fran\u00e7aise. (2001). Comparer. Dans Le grand dictionnaire terminologique<\/i>. http:\/\/grandictionnaire.com\/ficheOqlf.aspx?Id_Fiche=501388<\/i><\/span><\/a><\/p>\n

Poissant, H. (1994). L'alphab\u00e9tisation: m\u00e9tacognition et interventions. <\/i>Les \u00c9ditions Logiques.<\/p>\n

Rozzelle, J. et Scearce, C. (2013). Mieux lire pour r\u00e9ussir\u00a0: 60 strat\u00e9gies de lecture pour favoriser le succ\u00e8s des adolescents dans tous les domaines.<\/i> Cheneli\u00e8re \u00c9ducation.<\/p>\n

Ruph, F. (2010). Actualizing my Intellectual Potential<\/i>. Strategies for University Learning, A Reflection Guide<\/i>: Direction des relations avec la client\u00e8le. https:\/\/web2.uqat.ca\/guidestrategies\/en\/index.php<\/span><\/a> \u00a0<\/span><\/p>\n

Ruph, F. (1997). Le sentiment de comp\u00e9tence et l\u2019apprentissage chez l\u2019adulte.<\/i> [PDF]. http:\/\/bv.cdeacf.ca\/documents\/PDF\/horscollection\/15229.pdf<\/i><\/span><\/a>\u00a0<\/span><\/i><\/span><\/p>\n

Ruscica, F. (1995). Reading Pathways. <\/i>Heath and Company<\/p>\n

Sanchez, J. et Maldonado, A. (2001). Comment apprendre plus en \u00e9tudiant moins. <\/i>\u00c9ditions de Vecchi.\u00a0<\/span><\/p>\n

Schmitt, M. C. (2005). Chapter 6. Measuring students\u2019 awareness and control of strategic processes. Dans Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (Dir.):\u00a0Metacognition in literacy learning: Theory, assessment, instruction, and professional development<\/i> (p.101-120). Lawrence Erlbaum Associates.<\/p>\n

Simpson, M. L., & Nist, S. L. (1990). Textbook annotation: An effective and efficient study strategy for college students.<\/i>\u00a0Journal of Reading<\/i>,\u00a034 <\/i>(2), 122-129.<\/p>\n

Trabasso, T. et Bouchard, E. (2003). Teaching Readers how to Comprehend Text Strategically. Dans C. C. Colin et Pressley (Dir). Compr\u00e9hension Instruction: Research Based Best Practices.<\/i> Guilford Press.\u00a0<\/span><\/p>\n

Tremblay, R. (1994). Savoir-faire\u00a0: pr\u00e9cis m\u00e9thodologique pratique pour le coll\u00e8ge et l\u2019universit\u00e9<\/i>. McGraw-Hill \u00c9diteurs.<\/p>\n

Tremblay, R.R. et Perrier, Y. (2000). Savoir Plus\u00a0: Outils et m\u00e9thodes de travail intellectuel.<\/i> Cheneli\u00e8re \/ McGraw-Hill.<\/p>\n

Zwiers, J. (2010). Building Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities, 2<\/i>nd<\/sup><\/i><\/span> edition. <\/i>International Reading Association.<\/p>\n

Zwiers, J. (2008). Lire pour apprendre\u00a0: construire des automatismes de compr\u00e9hension en lecture.<\/i> Cheneli\u00e8re \u00c9ducation.\u00a0<\/span><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

Sources :Bandura, A. (2019).\u00a0Auto-efficacit\u00e9: comment le sentiment d’efficacit\u00e9 personnelle influence notre qualit\u00e9 de vie. Boeck sup\u00e9rieur.\u00a0 Barbeau, D., Montini, A., & Roy, C. (1997). Tracer les chemins de la connaissance. Association qu\u00e9b\u00e9coise de p\u00e9dagogie coll\u00e9giale. B\u00e9gin, C. (1995). Devenir efficace dans ses \u00e9tudes. Gu\u00e9rin \u00e9diteur.\u00a0 Bertrand, D. et Azrour, H. (2004). R\u00e9apprendre \u00e0 apprendre au […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":32,"comment_status":"closed","ping_status":"open","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-1800","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/pages\/1800","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/comments?post=1800"}],"version-history":[{"count":5,"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/pages\/1800\/revisions"}],"predecessor-version":[{"id":1808,"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/pages\/1800\/revisions\/1808"}],"wp:attachment":[{"href":"https:\/\/guidelecture.uqat.ca\/en\/wp-json\/wp\/v2\/media?parent=1800"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}