Évaluation des compétences en littératie chez les enfants français de 4-5 ans

Sante Publique. 2020 Jun 18;Vol. 32(1):9-17. doi: 10.3917/spub.201.0009.
[Article in French]

Abstract

Introduction: Preschool children develop early literacy skills that are predictive of their reading acquisition.Purpose of research: This study aims to use a short screening tool to examine emergent literacy performances. It includes 4-5-year-old children (N = 14,820) schooled in public and private schools in France. A number of public schools are labelled as with educational needs (Priority education network, REP). Children were assessed in three domains, letter-name knowledge, phonological skills and vocabulary.

Results: It is shown that children schooled in REP have poorer scores than children schooled out of REP. We observe no significant difference between scores in children schooled in private schools and public schools out of REP. A significant effect of gender and age is observed, the first in favor of girls and the second in favor of older children. The effect of gender diminishes with the age, the difference between girls and boys becoming smaller. Finally, we examined the distribution of performances in the three domains of children who obtained the lowest scores.

Conclusions: A short screening tool to examine directly the literacy skills in preschool children is an opportunity to define and coordinate preventive actions and appropriate early interventions to help lessen difficulties in learning to read.

MeSH terms

  • Child, Preschool
  • Female
  • France
  • Humans
  • Literacy / statistics & numerical data*
  • Male
  • Mass Screening / instrumentation*