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Lire et apprendre au collège : évaluation d'un dispositif de remédiation des difficultés de lecture en 6e

Abstract : The purpose of this thesis is to define an efficient and transferable reading intervention device intended for sixth grade pupils with reading difficulties, to set it up and to evaluate its effectiveness in middle schools. The device includes student assessment, teacher training in explicit teaching of reading and an intervention program composed of reading fluency training (12 sessions lasting 55 minutes) and inference making training (24 sessions lasting 55 minutes), conducted by teachers of all disciplines over the hours dedicated to personalized assistance.Our results confirm that the predictors of reading fluency and reading comprehension are the same for both students with and without reading difficulties. So, improving these skills should also improve reading and help remediating the difficulties of middle school students.Unfortunately, testing the effect of our educational device does not allow us to conclude its effectiveness. In fact, the interventions did not accelerate the students' progression, neither in reading comprehension, nor in specifically targeted abilities (Fluency, Inferences). We also failed to observe any transfer effect on pupil’s performance in other school matters (social studies and mathematics), nor any effect on students’ motivation, the teachers' sense of self-efficacy and on the relationships between parents and the school.The lack of statistical effects contrasts with observations indicating that, overall, the school’s leaders and the teachers declared to be satisfied with the proposed device and the actions conducted. However, our results are in line with a growing research base showing that setting up additional support and disseminating research tools is not enough to observe real progress in pupil’s performance. It therefore appears necessary to rigorously evaluate these interventions elaborated in experimental research to ensure their effectiveness when practically disseminated in schools.Indeed, our field observations revealed significant implementation difficulties, both in the administrative organization of the training sessions and in the understanding and appropriation of the teaching tools by the teachers.This leads us to think that the demonstration of the effectiveness of an educational device implemented in a large scale must take into account the implementation parameters that promote the commitment and support of teachers so that they appropriate the tools and the corresponding teaching practices.Additional research is therefore necessary to both seek to define an effective remediation device and the conditions for its large-scale implementation.
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Submitted on : Thursday, May 27, 2021 - 3:40:08 PM
Last modification on : Friday, March 25, 2022 - 9:44:38 AM
Long-term archiving on: : Saturday, August 28, 2021 - 7:43:03 PM


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  • HAL Id : tel-03239624, version 1




Marina Tual. Lire et apprendre au collège : évaluation d'un dispositif de remédiation des difficultés de lecture en 6e. Education. Université Grenoble Alpes [2020-..], 2020. Français. ⟨NNT : 2020GRALH021⟩. ⟨tel-03239624⟩



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