Le numérique comme outil pédagogique pour l’apprentissage de la lecture et des mathématiques : du laboratoire à la salle de classe

• Lassault Julie

• GraphoGame
• Reading
• Digital tools
• Serious games

Reading is the backbone of all learning. Recent OECD studies show that 40.5% of secondary school students are not proficient in reading and 21.5% are even in great difficulty. In response to this problem, digital tools can now offer "first-line" solutions within schools long before pupils fall behind. In this thesis, we have developed a French version of the Finnish serious game GraphoGame that we tested on pupils attending schools in Priority Education Networks. The first randomised controlled validation study, which was carried out on children at risk of dyslexia in first and second grade, found a greater progression in word reading after GraphoGame training than after noncomputerised training or computerised mathematical training. A second large-scale experiment on one thousand first grade students showed that students who received reading training with GraphoGame performed better on tasks essential for learning to read (decoding, phonological awareness and word recognition) than students who received digital training in mathematics. However, our results also show the importance of taking into account the children's initial level (the greatest effects of intervention were obtained for the weakest children) and commitment to the game reflecting the pupil's perseverance and motivation. Our results therefore show specific effects of the game which generalised to reading activities outside of the game and which seem to last well beyond experimentation. A full version of French GraphoGame is now available for free on all platforms in France.