réussite en lecture – English Translation – Keybot Dictionary

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  news.ontario.ca  
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Des tests à l'échelle de la province portant sur les élèves de 3e et 6e années démontrent un fossé important dans les niveaux de réussite en lecture et en écriture entre les garçons et les filles :
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Provincewide testing of students in Grades 3 and 6 shows a significant gap in the reading and writing achievement levels of boys and girls:
  4 Hits www.edu.gov.on.ca  
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La réussite en lecture doit faire figure d'objectif concret, dont la poursuite entraîne la prise de certaines mesures par le personnel enseignant, la directrice ou le directeur d'école et la surintendante ou le surintendant.
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Success in reading must be a concrete goal, which results in tangible actions by teachers, principals, and superintendents. Effective superintendents assume responsibility for increasing student achievement in reading in their district and sustain this improvement by promoting shared or distributed leadership for literacy.
  www.enfant-encyclopedie.com  
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Des études démontrent également que de 25 et 90 % des enfants dans ce cas présentent également un trouble de lecture défini, en règle générale, comme une faible réussite en lecture, après avoir eu suffisamment l’occasion d’apprendre à lire.
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Children with poor listening and speaking skills are referred to as having a language impairment. An estimated 8 to 12% of preschool children and 12% of children entering school in Canada and the U.S. have some form of language impairment. Studies also show that 25 to 90% of children with language impairment experience reading disorder, usually defined as poor reading achievement occurring after sufficient opportunity to learn to read. Reading disorder among school-aged children is estimated to be between 10 and 18%.
  4 Hits www.encyclopedia-deti.com  
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Quand ils entrent à l’école, ces enfants peuvent être considérés à risque de troubles de lecture. Le trouble de lecture est habituellement défini comme une faible réussite en lecture, qui se produit après avoir eu suffisamment d’occasions d’apprendre à lire.
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Children may enter school with poor skills in listening, speaking and/or phonological processing. Children with poor listening and speaking skills are referred to as having a language impairment (LI) and most of them will also have poor phonological processing abilities. Current estimates are that about 12% of children entering schools in the U.S. and Canada have LI.2,3 There are other children who are sufficiently competent in listening and talking to be viewed as normal in this regard, but for whom phonological processing performance remains poor. At school entry, these children may be viewed as being at risk for reading disorder (RD). Reading disorder is customarily defined as poor reading achievement occurring after sufficient opportunity to learn to read. Thus, RD is often diagnosed after two or three years of reading instruction. Estimates of the prevalence of RD among school-aged children typically range between 10 and 18%.4,5 Behaviour problems such as Attention Deficit Hyperactivity Disorder (ADHD) and internalizing problems such as shyness and anxiety have been found to be common among children with RD and likewise among children with LI.6