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Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study
ARTICLE

, , Laboratoire EMC Etude des Mécanismes Cognitifs (EA 3082), France ; , , DEPP Direction de l'Evaluation Prospective et de la Performance, France ; , Association Agir pour l'Ecole, France ; , Laboratoire EMC Etude des Mécanismes Cognitifs (EA 3082), France

TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In a randomized controlled trial with 3569 kindergarten children, evidence-based literacy practices (EBLP) were proposed by teachers to an experimental group (EG). A control group did not receive any specific interventions during the same period. The EBLP related to the alphabetic code, phonological awareness and oral comprehension. Analyses based on propensity scores showed significant gains in the targeted domains and in pseudoword reading in EG after comparison between the two groups. The gains were higher for children who had the lowest scores. However, no effect was observed in word reading and vocabulary. EBLP could be a valuable pedagogical tool.

Citation

Ecalle, J., Labat, H., Le Cam, M., Rocher, T., Cros, L. & Magnan, A. (2015). Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 102-113. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.05.002

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