IPP Policy Brief n°20
October 2015
Author: Adrien Bouguen
Contact: adrien.bouguen@ipp.eu
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How do we Improve Learning to Read at School? The Impact of Teachers’ Practices in Pre-School
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Summary :
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.
Key Points :
- Education research has identified good pedagogical practices that are not always adopted by teachers in France.
- Teacher training, structured and intensive can change their practices.
- A change in practices has positive effects on pupils’ achievements in reading at the end of pre-school.
- The benefit-cost ratio of this practice is well above those of other policies aimed at simply increasing the available resources (such as reducing class sizes).
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