Abstract
At the end of the first year of primary school, almost 20 % of pupils have a very fragile reading level, and social inequalities in this area are already very marked. Why does the French education system fail to ensure that all pupils have a satisfactory start in reading ? To shed some light on this, we will draw on the results of the Formalect survey conducted in 2021 among a large sample of CP teachers and their pupils. Two questions will be addressed : what methods of reading instruction are currently used in the first grade in France ? What are the effects of these different teaching methods on pupils' results ?
