Partir des obstacles pour concevoir l’enseignement de la lecture dans les classes de CP au Burkina Faso

Abstract

According to findings about the quality of primary school education in Burkina Faso as in Subsaharian countries, learning to read in the two first years of primary school constitutes a remarkable accomplishment. If we assume that acquiring learning mechanism is the result of systematic teaching/learning, there is evidence that teaching and learning skill are closely linked. The objective of this study is to shed light on the constraints that complicate the acquisition of reading during the first two years of primary school. The data used in this research come from inquiries conducted in the center and the north parts of Burkina Faso, in downtown and in rural zones. The inquiries were carried out in eleven schools as well as in the offices of decision-makers in the primary education system. The findings indicate that reading instruction during the first two years does not sufficiently take into the account the difficulties pupils encounter. It is important to look at reading difficulties that learners face through the lens of cognitive, linguistic, social and cultural factors that affect them. Doing so will help make reading instruction more effective right from the first years of school.