Phonological awareness is recognized as a precursor to reading success. Choosing material to assess children's phonological awareness is a major challenge. The literature highlights factors that can influence children's phonological skills, such as the frequency of words, their lexical status, and their linguistic parameters. To date, no study has…

Reading methods are valuable cultural and educational objects. They guide students into the world of the written word and, since the end of the nineteenth century, they have associated letters, sounds and words with illustrations. In French schools, in the reading methods published between 1880 and 1960, the word 'boxing' was often associated with…

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…

The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…

Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two…

This research investigates how foreign language learners learn vocabulary in an English as a Second Language (ESL) classroom. The participants are eleven foreign students from an advanced ESL Reading class in Edmonds Community College in Lynnwood, WA. A questionnaire was used as an instrument to inquire about the students' vocabulary learning…

PIRLS 2016 data from eight education systems were used to examine how teachers from three different language groups differed in their teaching of reading literacy. Teaching reading practices differed substantially between the three linguistic/cultural groups. In English-speaking systems, effective practices for establishing reading literacy seem…

This article gives a short overview based on the "EU High Level Group of Experts on Literacy" (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account…

This study was designed to examine whether a variety of cognitive and linguistic factors theoretically considered to be predictive of reading comprehension skills in elementary school children were also predictive of listening comprehension skills in 131 five-year-old children. The results showed that the predictors of young children's listening…

The Eurydice network has been collecting data on instruction time for more than two decades. These data have been published in many Eurydice publications, notably all editions of the 'Key data on Education'. Since 2010, annually updated data on instruction time has been available on the Eurydice website. Since 2013, the Eurydice network has been…

This paper presents an exploratory study of two consecutive reading sessions conducted in primary school by two different teachers. Our purpose is twofold. From a theoretical viewpoint, we propose a tentative set of conditions of teaching effectiveness by relying on the Joint Action Theory in Didactics. From a methodological viewpoint, drawing on…

In light of the numerous studies on the detection of target letters among adults, it is generally accepted that the missing-letter effect depends both on a given word's frequency in its language and on its role (function vs. content) in a sentence. Following a presentation of several models explaining these observations we analyze the results of a…

The contemporary university is an uncomfortable amalgamation of ambitions once held by a variety of educational institutions. It owes debts to the philosophical schools of Ancient Greece and Rome, to the monasteries of the Middle Ages, to the theological colleges of Paris, Padua, and Bologna and to the research laboratories of early modern…

In France, an ecole maternelle, which serves primarily children aged three to five, is generally divided into three sections: Petite (3-4 years), Moyenne (4-5), and Grande (5-6). There are typically 24 to 30 children per class, each of which has one Maitresse (female teacher) or Maitre (male teacher) and generally an Aide Maternelle (aide).…

For the first time, a pan-European study offers a comprehensive picture of reading literacy and identifies some of the key factors impacting on the acquisition of reading skills for 3-15 year olds. It addresses four key topics: teaching approaches, tackling reading difficulties, teacher education and the promotion of reading outside school. It…