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Prevenir les difficultes d'apprentissage en lecture : le defi de la presentation du contenu et de l'organisation des services

This literature review examines the issue of delivery of instruction for students at-risk of reading disabilities. Research has traditionally been more interested in content (what should be taught) than delivery (how it should be taught), leaving to practitioners the difficult task of organising services to students. In order to contribute to fill this gap, the authors review available data on three forms of delivery of instruction: one-to-one tutorial, small group, and enriched classroom teaching. The complementary role of these forms of delivery of instruction is discussed and researchers are encouraged to consider matters related to delivery of instruction when developing reading interventions.

Le modèle de réponse à l’intervention et la prévention des difficultés d’apprentissage de la lecture au préscolaire et au primaire

Scientific research in education confirms that it is possible to reduce the number of children who struggle with learning to read by replacing the « wait-to-fail » approach by an approach focused on the prevention of failure. The Response-to-Intervention model offers a preventive approach to reading instruction that has been shown to be effective. This paper first describes the operations proposed to prevent learning difficulties and enhance learners’ engagement and success. These operations include the implementation of evidence-based teaching practices, the regular screening of children at-risk or facing difficulties, and the progressive intensification of supplemental interventions to address their needs. Then, the detail of these operations is discussed. Finally, we summarize the conditions that are essential to a successful application of the model, namely, planning, implementation, impact assessment and continuous improvement.