Expérimentation du modèle de réponse à l’intervention (RAI) en littératie et en numératie en 2e maternelle en Suisse : une étude pilote
DOI:
https://doi.org/10.53967/cje-rce.7111Keywords:
Response to Intervention, literacy, numeracy, kindergartenAbstract
Response to Intervention aims to prevent academic difficulties, in particular by rapidly providing intensive pedagogical support to so-called at-risk students. The majority of studies on this model are North American, and few have focused on two learning domains. This pilot study, conducted among 155 2nd kindergarten pupils (aged 5–6) in Switzerland, examines the simultaneous implementation of Tier 2 interventions in literacy and numeracy. The aims were: (1) to compare the identification of at-risk pupils by teachers and by standardized tests, (2) to assess the feasibility of Tier 2 sessions (educational support) within the framework of ordinary classroom resources, (3) to measure the impact of these interventions on pupils’ progress, and (4) to gather teachers’ perceptions of the approach. The results show that standardized tests enabled more accurate identification of at-risk students than teachers’ judgement alone; that a small half of the Tier 2 sessions could be implemented; that significant effects on progress were observed in numeracy but not in literacy; and that teachers’ perceptions were positive in terms of acceptability and usefulness but less so in terms of feasibility.
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References
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