Following on from the 2013 and 2015 symposiums, ISEL 2017 will study the question of reading and writing practices in school in relation to students’ progress in preschool and at the end of grade school, focusing on four core themes.
Particular emphasis will be placed on students who have difficulty with reading and writing. Finally, we will touch on the subject of new technology and its use in teacher and student practices.
Contributions to this symposium must therefore fall under one of these four headings: • Emergent literacy in kindergarten: learning and intervention • Reading and writing in primary school: learners and practices • Students who are learning disabled or have difficulty reading and writing, and the types of support they are given • Contribution of technology to supporting reading and writing practices
Communications may be conducted in French or English. A translation of the visual presentation in the other language is recommended.
Call for papers open until September 30, 2016 (13h French time) > Learn more
Organized by
Denis Alamargot - ESPE de l'Académie de Créteil, Laboratoire CHArt, Université Paris-Est Créteil (UPEC) (France)
Marie-France Morin - Faculté d’éducation, Chaire de recherche sur l'apprentissage de la lecture et de l'écriture chez le jeune enfant – CREALEC, Université de Sherbrooke (Québec, Canada)
Carolina Gonçalves - Escola Superior de Educação de Lisboa - Laboratory CICS.NOVA, Universidade Nova de Lisboa (Portugal)
