To help teachers to provide an explicit and authentic teaching approach of reading comprehension strategies addressing pupils with different needs

Since 2017, the French program “PARLER” (Zorman, et al., 2015) was implemented in 5 Belgian schools. This compensatory program addresses kindergarten students ‘diversity by offering intensive, regular and structured workgroups focused on oral comprehension skills and proposed to the most disadvantaged students twice as much as the others. The program is based on explicit reading strategy instruction (Bianco, 2015). This approach being unfamiliar to Belgian teachers, their beliefs might constitute obstacles to an effective implementation of the program.
This presentation will focus on a collaborative training intervention addressing these obstacles that shows how we trained teachers to use this teaching approach both by analyzing different reading activities and, at the same time, working with them to develop tools to implement this teaching approach.
Bianco, M. (2015). Du langage oral à la compréhension de l’écrit. Grenoble: Presses Universitaires de Grenoble.
Zorman, M., Bressoux, P., Bianco, M., Lequette, C., Pouget, G., & Pourchet, M. (2015). « PARLER »: Un dispositif pour prévenir les difficultés scolaires. Revue Française de Pedagogie, 193, 57–76.