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Conducted in two comparable classes, it contrasts a standard sixth-grade group with an eighth-grade SEGPA group facing learning difficulties. Findings show reduced grade differentials favoring lower-level students, and changes beyond instruction in how learners engage with knowledge through formative assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-adolescent-reading-comprehension-in-a-french-middle-school-article-3-research-findings/593826/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-adolescent-reading-comprehension-in-a-french-middle-school-article-3-research-findings/593826.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching practice does the study evaluate in the SEGPA class?","Question",{"text":112,"@type":113},"The study evaluates didactique workstations introduced into the SEGPA reading comprehension instruction sequence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the new practice affect students’ reading comprehension results?",{"text":117,"@type":113},"It reduces the grade differential in a way that benefits lower-level students, indicating improved reading comprehension.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the study find impacts beyond classroom performance?",{"text":121,"@type":113},"Yes. The workstations also change students’ relationship to knowledge, supporting more equitable and inclusive learning outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593826,1792192785,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 7 | Article 3 |\n| --- | --- |\n\n2018  \nAssessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge  \nPascal Dupont  \nUniversité de Toulouse Jean Jaurès Laboratoire, [pascal.dupont@univ-tlse2.fr](pascal.dupont@univ-tlse2.fr)  \nRecommended Citation  \nDupont, P. (2018). Assessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge. Australian Journal of Teacher Education, 43 (7).  \n[http://dx.doi.org/10.14221/ajte.2018v43n7.3](http://dx.doi.org/10.14221/ajte.2018v43n7.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss7/3](http://ro.ecu.edu.au/ajte/vol43/iss7/3)  \nAustralian Journal of Teacher Education  \nAssessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge  \nDupont Pascal,  \nUniversité Toulouse 2, Jean Jaurès, France  \nAbstract: In France, the growing percentage of students with reading  \nproblems calls for innovative teaching, particularly for students with  \nserious learning difficulties. The present study was conducted on two  \nclasses with comparable reading levels: one standard sixth-grade  \nclass and one eighth-grade SEGPA class (those with learning  \ndifficulties). This study examined the effects of introducing a new  \nteaching practice, didactique workstations, into the SEGPA class. The  \npurpose of these workstations was to make the teaching content  \nclearer and to promote formative assessment practices in order to  \nimprove adolescents’ reading comprehension and their relationship to  \nknowledge. The results showed that introducing this innovative  \nteaching practice had an effect on the class group: the grade  \ndifferential was reduced in a way that benefitted lower-level students.  \nIn addition to classroom effects, the workstations also changed  \nstudents’ relationship to knowledge. Thus, learning workstations offer  \ngreat potential in working towards greater equity and inclusion.  \nKeywords: Literacy –Comprehension-– Assessment –Middle School – France  \nIntroduction  \nIn many countries, schools tend to reproduce socioeconomic advantages instead of promoting a more equitable distribution of learning opportunities and learning outcomes. France is no exception: it ranks 27th out of 34 OECD countries in educational equity. According to national and international indicators, its education system is very unequal depending on students’socio-economic background, gender, or the neighborhood in which the school is located. Too many vulnerable students fall behind, despite the French educational system’s resources and the government’s desire to address the problem, as seen in the recent law for reforming the French school system, to create a “school system that is fair to all and has high standards for all”(French Ministry of Education, 2013). Ensuring that all students succeed is one of the major concerns of today’s education systems. Yet how can school systems become fairer and more inclusive?  \nDeveloping inclusive education requires changes in three areas (UNESCO, 2009):  \nVol 43, 7, July 2018 30  \nAustralian Journal of Teacher Education  \nexternal to the school in terms of policy and legislation, culturally as part of a change in attitudesin society, and finally internal to the education system in terms of teaching and learning practices, of which assessment practices play a key role. Evaluating students is a practice that is as common for a teacher as designing teaching-learning situations. However, assessment is not always seen as being central to the process of teaching and learning (OECD, 2008) . Although it is an almost daily ritual in the classroom, assessment has been largely neglected in French didactics research (Million-Fauré, 2013) .  \nMoreover, developing literacy skills is a crucial factor in educational inclusion (Hébert & Lafontaine, 2010) . Therefo","cbCaivKJCopE7RUz","https://ap.wps.com/l/cbCaivKJCopE7RUz","pdf",1415173,33,"English","# Introduction\n## Equity and inclusion in education\n## Inclusive education and assessment practices\n## Literacy skills and didactique workstations","[{\"question\":\"What teaching practice does the study evaluate in the SEGPA class?\",\"answer\":\"The study evaluates didactique workstations introduced into the SEGPA reading comprehension instruction sequence.\"},{\"question\":\"How does the new practice affect students’ reading comprehension results?\",\"answer\":\"It reduces the grade differential in a way that benefits lower-level students, indicating improved reading comprehension.\"},{\"question\":\"Does the study find impacts beyond classroom performance?\",\"answer\":\"Yes. The workstations also change students’ relationship to knowledge, supporting more equitable and inclusive learning outcomes.\"}]","Assessing Adolescent Reading Comprehension in a French Middle School - Article 3 - Research findings | PDF",1792077988,83]