To improve the expertises of the boys in reading and in writing, by means of activities, would help them to succeed better at the school and to remain there longer. It is the conclusion of two professors of the Department of the sciences of the education of the university of Quebec in Rimouski.
They followed about thirty boys of three schools in underprivileged environment, of the 4th year of the primary to the 2nd year of the secondary, of the school Commission of the Lights in the Bottom-Holy Laurent, of 2003 to 2007.
These boys received an intensive formation in reading and in writing. The researchers put several individual activities in place and of group: periods of reading, writing of a notebook, shop on the art to structure and to review a text, discussions about books, etc. some men have also been invited in class to make reading. Circles of domestic reading have also been created in order to allow the father and the son to exchange on a same text.
An encouraging balance
The authors compared their data with those of cohorts of boys having frequented the same schools of 1994 to 1998. According to the results, 84% of the boys have been admitted to the secondary in regular programs, while only 52% made in the same way in the cohorts of 1994 to 1998. One also notes a reduction of the number of boys in particular progress (49% against 16%) or having doubled to the primary or the secondary (43% against 28%).
" It is necessary to show evidence of prudence since one compares groups of boys to different moments. The results are supported however by changes of perceptions opposite reading and the writing", specify Jean-Yves Levees, one of the authors of the survey. at the end of the survey, the boys were more attentive during the periods of reading in a high voice, they were interested in a bigger variety of books and they read more outside of the school, observed the researchers.
The survey has been achieved to the demand of the school Commission, that had noted a growing gap between the notes of the boys and girls from the 4th year of the primary. " This problematic is not only local. One recovers it to Quebec, to Canada and elsewhere in West. In the absence of interest for reading and the writing, the boys can be late, to double or, possibly, to unhook", specify Jean-Yves Levees.
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