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

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  • Adrien Bouguen

    (PSE - Paris-Jourdan Sciences Economiques - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique, PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

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.

Suggested Citation

  • Adrien Bouguen, 2015. "How to Improve Learning to Read at School? The Impact of Teachers’ Practices in Pre-School," Institut des Politiques Publiques halshs-02522881, HAL.
    • Handle: RePEc:hal:ipppap:halshs-02522881
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-02522881
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