BACKGROUND
Reading disorder is one of the most common learning disabilities affecting children's learning. Difficulties in letter identification is fundamental to be screened, in order to detect children "at risk" of developing difficulties in word identification. It will allow to propose a targeted and intensive first-line intervention in kindergarten. We developed a ludic computerized program targeting letter identification as an initial response to the management of these children "at risk". It also allows to distinguish, according to their resistance to this type of intervention, those children who will benefit from more specific interventions. These intervention programs and the way in which children and teachers perceive them are still poorly evaluated in France.
OBJECTIVE
The aim of our study is to evaluate a longitudinal first-line intervention’s implementation in a kindergarten class in a French school. This intervention focuses on letter naming as a strong predictor of developing a written language learning disability risk.
METHODS
For this intervention, two 3-week training sessions were proposed, one during the last trimester of kindergarten, the other during the first trimester of first grade. In order to evaluate the feasibility of this intervention and to measure the feedbacks, questionnaires were filled by participants, children and teachers.
RESULTS
The majority of teachers founds that the intervention was easy and relevant. All the children enjoyed participating to the program, especially those that were enrolled in the training. Trained children felt more excitement about participating than their peers.
CONCLUSIONS
These results indicate that a first-line intervention based on letter naming is perfectly feasible in kindergarten, allowing teachers to identify children with difficulties and direct those for whom more specific help seems necessary. A real partnership between school and care may be created.
CLINICALTRIAL
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