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.7111Mots-clés :
réponse à l’intervention (RAI), littératie, numératie, deuxième maternelleRésumé
Le modèle de réponse à l’intervention (RAI) vise à prévenir les difficultés scolaires, notamment en dispensant rapidement du soutien pédagogique intensif aux élèves dits « à risque ». La majorité des études sur ce modèle sont nord-américaines et rares sont celles ayant porté sur deux domaines d’apprentissage. Cette étude pilote, menée auprès de 155 élèves de 2e maternelle (5-6 ans) en Suisse, examine la mise en œuvre simultanée d’interventions de palier 2 (soutien pédagogique) en littératie et en numératie. Les objectifs étaient : (1) de comparer l’identification des élèves à risque par les enseignants et par des tests standardisés ; (2) d’évaluer la faisabilité de séances de palier 2 dans le cadre des ressources ordinaires des classes ; (3) de mesurer l’impact de ces interventions sur les progrès des élèves ; et (4) de recueillir les perceptions des enseignants concernant la démarche. Les résultats montrent que les tests standardisés ont permis une identification plus précise des élèves à risque que le jugement seul des enseignants ; qu’une petite moitié des séances de palier 2 ont pu être mises en œuvre ; qu’on observe des effets significatifs sur les progrès en numératie, mais non en littératie ; et que les enseignants ont des perceptions positives en ce qui concerne l’acceptabilité et l’utilité, mais moins concernant la faisabilité.
Statistiques
Références
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© Anne-Françoise de Chambrier, Christophe Dierendonck 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
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