How to Improve Learning to Read at School? The Impact of Teachers’ Practices in Pre-School

Adrien Bouguen

Institut des Politiques Publiques from HAL

Abstract: Adjusting teaching content to the progress of individual students, preparing to teach reading early, and increasing the amount of phonological awareness content are all education strategies that have shown encouraging results in literacy and reducing cognitive and socio-economic inequalities. The project LECTURE (Reading) proposed by the association called "Agir pour l'Ecole" aims to assist teachers to change their pedagogical practices, to adapt them as best they can to the progress of their pupils in reading. The impact of this teacher-training programme, designed for the upper year of pre-school, demonstrates significant improvements among the participating pupils, and a reduction in the inequalities, for a much better cost-benefit ratio than other education policies (for example, reduction of class sizes). This study underscores the importance of teachers' pedagogies on the progress of pupils and indicates that intensive and structured training can effectively modify their practices.

Date: 2015-10
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-02522881v1
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Published in 2015

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Working Paper: How to Improve Learning to Read at School? The Impact of Teachers’ Practices in Pre-School (2015)
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