Prévenir l'illettrisme dès l'école primaire
Analyse Du Cas Français À La Lumière De La Comparaison Internationale
Bibliographic Data
| ID | 3828063 |
|---|---|
| Authors | Caroline Viriot-Goeldel (0000-0002-3649-372X) |
| Year | 2013 |
| Issue | 12 |
| Pages | 49-70 |
| Publication date | 2013-05-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cahiers de la recherche sur l éducation et les savoirs (JOURNAL) |
| Journal identifiers | ISSN: 1635-3544 • E-ISSN: 2265-7762 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/cres.2299 |
| OpenAlex | W1541651182 |
| Language | FR |
| Citations received | 1 |
| References cited | 12 |
The use of the term “illiteracy” was consecrated in the French context by two illiteracy prevention plans put in place by the education ministers Luc Ferry (2002) and Luc Châtel (2010) respectively. Their related policies and practical application illustrate a strong political will to prevent illiteracy. Nonetheless, our comparative study reveals an insufficient degree of intervention towards early readers with reading difficulties in France in the first two years of elementary school – contributing to a certain “medicalization” of the treatment for school-age learning difficulties. And legitimately, one can raise the question of what has happened to existing RASED positions in French schools since the recent cuts. But besides the issue of resources dedicated to the treatment of learning difficulties, international comparisons shed light on how much France could benefit from adopting an approach based on strict definitions of the various stages of the intervention process, as well as a clear coordination between these stages, as seen in the intervention model adopted “en cascade” in Quebec, or the “three tiers model” pyramid strategy in the United States. Over and above the adoption of single “best practices” which experts agree would be meaningless to adopt individually, it is really a whole framework that international comparisons encourage one to consider – a process that leads from the organization of early intervention to the development of the content for reading instruction, with the goal of preventing illiteracy for generations to come
Art · Humanities · Political science · Education, sociology, and vocational training · Social Policies and Family · Social Sciences and Governance
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 2015 - 2015 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |