Early identification and intervention to prevent reading difficulties -A longitudinal study on french-speakers at kindergarten

Catherine Pellenq (1)

1 LSE - Laboratoire des Sciences de l'Éducation (Grenoble)

Background: What can be done at school to reduce the number of children having difficulties in learning to read, especially those considered at risk for academic under-achievement, such as those who live in poverty ? This research seeks to identify early predictors of reading in French children from low-income families, and to develop and test the efficacy of 3 different reading training programs to 5 years old children. What are their direct and indirect effects on later reading ? Are they limited to what have been trained or have they a more general effect ? Do their benefits maintain over a one year period of reading instruction, when children finish grade one ?

Domaines: Psychologie

Catherine Pellenq. Early identification and intervention to prevent reading difficulties -A longitudinal study on french-speakers at kindergarten. International Congress for the Study of Child Language, Jul 2008, Edimbourg, United Kingdom. ⟨hal-03122963⟩