The School Textbook and its Role in Strengthening the Reading and Writing Strategies of the Primary School Learner: A Cognitive Linguistic Didactic Approach.
This study tries to highlight factors contributing to ineffective teaching strategies of Arabic reading and writing skills in the 1st and 2nd cycles of basic education, namely in the Moroccan public schools. This study considers that such decay is basically related to school Textbooks designed to pupils at first and second grade. In our opinion, this can be seen through the absence of a systematic vision of the textbook that would develop some of the linguistic abilities and meta-linguistic shown by children in the preschool. According to the analysis provided by the interactive models of the learning processes of reading and writing in its early stages (first and second cycles of basic education), children acquire a large body of tacit knowledge of their mother tongue before (régularité phonologique) (cf.: Ecalle et Meganan.2002); They also develop important cognitive abilities to recognize the alphabet, some of which are supportive of building their future learning abilities of reading and writing. If the achievement of the linguistic competencies associated with the two components of Arabic reading and writing at the primary stage depends mainly on the extent to which the learners are aware of the peculiarities of the sub-lexical level of the language, as it is achieved by activating the procedural link to the lexical level as a basic procedure within the educational learning process, then the purpose of this scientific paper lies in an attempt to answer related questions, such as What are the implications of learning directed to achieve the linguistic competencies of the reading and writing pathways in the early stages of learning? To what extent do the pedagogical and dialectical directions included in the textbooks develop the linguistic abilities that the learners show, and which are specific to the components of reading and writing? Are the competencies of the learners of the first and second levels commensurate with what is supposed to be mentally represented by the learners of this stage about the alphabetical layout? And how can we benefit from the most important results presented by the interactive models to develop the course content of the first and second levels in a way that it becomes more effective in supporting the literacy strategies of the learners of this stage?