Reading skills are part of the common core of competencies that all children are expected to possess by the end of their compulsory schooling. Several decades of experimentation in the cognitive sciences have sought to decipher the mechanisms of this recent cultural skill in the human brain. This research, combining child and adult psychology, brain imaging, neuropsychology and genetics, has led to the emergence of a science of reading and learning. The aim of this seminar is to offer an initial synthesis of this research, and to examine with teachers the possible consequences for their practice.
Symposium