Difficultés et dispositifs d’aide en lecture à la fin du CP dans la cohorte ELFE. Quelques pistes de réflexion pour la pratique du psychologue de l’Éducation nationale

Abstract

This research analyzes the emergent literacy and reading skills of a cohort of children in grade 1 in the French longitudinal study from childhood (ELFE). The aim is twofold: (1) to describe of novice readers’ profiles (n = 14 470); and (2) to examine the relationships between the adapted designs and literacy performance (n = 1705). Two related areas are highlighted, oral language (OL: phonological awareness and oral comprehension) and written language (WL: word reading and reading comprehension). The heterogeneity of performance is demonstrated through four profiles in beginning readers: with (OL–; WL–) or without difficulties in WL and in OL (OL+; WL+), two groups with opposite profiles with either difficulties in WL (OL+; WL–), or difficulties in OL (OL–; WL+). The weakest children in the two areas benefit from aid designs, particularly in schools. However, not all children in WL difficulties benefit from a support design. The discussion highlights the value of evaluation and prevention of reading difficulties by educational psychologists.