READING DIFFICULTIES IN PRIMARY SCHOOL: PRECOCIOUS REMEDIATION - Archive ouverte HAL Access content directly
Conference Papers Year : 2015

READING DIFFICULTIES IN PRIMARY SCHOOL: PRECOCIOUS REMEDIATION

Difficultés de lecture à l'école primaire: remédiation précoce

Abstract

In France, more than 14% of students entering middle school present written-word identification difficulties. This acutely raises the question of how to help struggling readers. Researchers agree that early intervention is the key to preventing learning difficulties from getting more severe with time. The objective of this research is to assess the effectiveness of a plan, combining written-word identification level evaluation and remediation, to reduce written-word identification difficulties among primary school students. Two experimental sessions were conducted over two school years. The written word identification performance of 913 students from grade 2 to grade 5 was evaluated at the beginning of school year. Then, students identified as having difficulties (408 students) benefited from remediation sessions. Based on double path reading models and depending on the problems identified, students with difficulties in written-word identification attended remedial sessions focusing either on grapho-syllabic conversion abilities (the syllable is a prominent sublexical unit in French) or on building and strengthening the orthographic lexicon. Progress in written-word identification performance made by students who benefited from this program was compared to that of a control group. For the control group, the written-word identification performance of students from grade 2 to 5 was evaluated at the beginning (391 students including 184 students identified as having reading difficulties) and the end of the school year, but none of them took the specific remediation sessions. The results indicate a larger increase in written-word identification performance for students benefiting from the specific remediation program than for students who did not. Thus, accessible solutions exist to address some forms of reading difficulties encountered by students in primary school.
Fichier principal
Vignette du fichier
25_LECLERCQ2015REA.pdf (282.75 Ko) Télécharger le fichier
Origin : Files produced by the author(s)
Loading...

Dates and versions

hal-01862890 , version 1 (27-08-2018)

Identifiers

  • HAL Id : hal-01862890 , version 1

Cite

Virginie Leclercq, Caroline Viriot-Goeldel, Corinne Gallet. READING DIFFICULTIES IN PRIMARY SCHOOL: PRECOCIOUS REMEDIATION. International Conference of Education, Research and Innovation, Nov 2015, Seville, Spain. ⟨hal-01862890⟩
151 View
81 Download

Share

Gmail Facebook X LinkedIn More