摘要：To understand a textual document, whatever the medium used, it is not enough toknow how to decode a series of words; it is still necessary to correctly grasp the generalmeaning of the document. The act of reading encompasses two components:word recognition and comprehension. In a minority francophone context, especiallyfor students in initial teacher training, reading and correctly understanding the meaningof texts in French can be a difficult task. Yet, these future teachers will have toassess their students’ French reading comprehension when they are in Frenchschools in Ontario. The objective of this article is to determine the degree of readingcomprehension shown by students in initial teacher education in minorityFrancophone communities in Ontario by testing a reading comprehension diagnostictool. Preliminary results show that these students have more difficulty with issuesrelated to reading-related integration processes and macroprocesses. This article willalso discuss the average obtained by all participants for the five texts read, questionsthat received the fewest correct answers according to category and the limitations ofthe study.
