Abstract
Social inequalities in learning to read and write appear very early on in school careers. How can this be explained ? To answer this question, we need to take a close look at how schools organize reading and writing instruction in the first grade. This conference will provide an opportunity to review a number of now well-established findings on the subject, as well as to present the first analyses drawn from a large-scale statistical survey, to be carried out in 2021 in France, aimed at reporting on the effects of reading teaching practices on the learning of pupils from different social backgrounds.
