Sophie Briquet-Duhazé is an HDR lecturer in education at École supérieure du professorat et de l'éducation (ESPE) and the Centre interdisciplinaire de Recherche Normand en Education et Formation (CIRNEF), University of Rouen, France. Her research focuses on the impact of phonological awareness training and letter literacy skills on the reading level of struggling students.Catherine Turcotte is Professor of education sciences at Université du Québec à Montréal (UQAM), Canada. Her research interests include the way primary school students, particularly those with learning difficulties, learn to read and write.

• Introduction ixSophie BRIQUET-DUHAZÉ and Catherine TURCOTTEChapter 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z 1Catherine TURCOTTE and Marie-Julie GODBOUT1.1. Introduction 11.2. Problematic and conceptual framework 21.3. Presentation of the project and the stages of dissemination and appropriation 31.3.1. Step 1: appropriation through collaboration, training and support 31.3.2. Step 2: dissemination in professional conferences 71.3.3. Step 3: the creation of a guide and internet tools 71.4. Reflections and conclusions 81.5. Bibliography 9Chapter 2. Scientific Project: Creating a Website Dedicated to French Didactics 13Sophie BRIQUET-DUHAZÉ2.1. Introduction 132.2. Problem and theoretical framework 142.3. Presenting the research project 152.4. Work carried out between September 2016 and June 2017 182.4.1. Construction of the first organization website (plan) based on the sections already listed 182.4.2. A questionnaire survey 192.4.3. An interview survey 202.5. Work carried out since September 2017 212.6. Conclusion 242.7. Appendices 242.8. Bibliography 31Chapter 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students’ Skills in Syntax and Punctuation 33Marie-Hélène GIGUÈRE, Marie NADEAU, Carole FISHER, Rosianne ARSENEAU and Claude QUEVILLON LACASSE3.1. Introduction 333.2. Problem and conceptual framework 343.3. Methodology 383.3.1. Participants 383.3.2. Context of the research 403.3.3. Collection instruments and procedures 413.3.4. Assessment protocol 413.4. Results 423.4.1. Characteristics of effective support methods 423.4.2. Personal dimensions related to professional development 463.4.3. Dialog between teachers and researchers 513.5. Discussion 523.5.1. Limitations of our study and future perspectives 543.6. Conclusion 553.7. Appendices 563.8. Bibliography 58Chapter 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities 61Céline CHATENOUD, Catherine TURCOTTE, Rebeca ALDAMA and Sabine CODIO4.1. Introduction 614.2. Theoretical frameworks 624.2.1. From knowledge to action: the process of channelling knowledge 624.2.2. The learning community 634.3. From production to knowledge transfer: the activities carried out 644.3.1. Funneling knowledge into action 644.3.2. Development of the learning community (action cycle) 664.4. Discussion 684.5. Conclusion 694.6. Bibliography 70Chapter 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools 73France DUBÉ, Chantal OUELLET, France DUFOUR, Marie-Jocya PAVIEL, Olivier BRUCHESI, Émilie CLOUTIER and Marc LANDRY5.1. Introduction 735.2. Question and perspective adopted 745.3. Reference framework 765.4. Methodology 775.5. Results 805.6. Conclusion 845.7. Bibliography 85Chapter 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context 89Christiane BLASER and Martin LÉPINE6.1. Introduction 896.2. General context, problem and research objective 906.3. Theoretical framework 946.3.1. Literary training and reading/appreciation 946.3.2. Means of evaluating the reading/appreciation of literary works 976.4. Methodology 986.5. Some results of the interventions in teaching and reading assessment 1016.5.1. The impact of the training offered in reading and evaluation 1016.5.2. The benefits of the material offered: books, document cameras, reading corners 1026.5.3. The benefits of the book fair 1036.5.4. The impact on students 1046.6. Conclusion 1046.7. Bibliography 105Chapter 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders 109Nathalie PRÉVOST and Catherine TURCOTTE7.1. Introduction 1097.2. Context and issues 1107.3. Reference framework 1117.3.1. Educational continuity 1117.3.2. Learning object: written French 1127.4. Methodology 1137.4.1. Participants 1147.4.2. Instrument and procedure 1147.5. Analysis of the interviews 1157.6. Results 1157.6.1. Key factor 1: initiating dialog and engaging transition-friendly practices 1167.6.2. Key factor 2: developing a transition plan 1167.6.3. Key factor 3: giving importance to oral and written language in the school and classroom 1177.6.4. Key factor 4: providing leadership during this transition 1177.6.5. Key factor 5: planning student follow-up between kindergarten and Grade 1 of elementary school 1187.7. Dissemination of results to the school community 1187.8. Conclusion 1197.9. Bibliography 119Chapter 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders 125Rachel BERTHIAUME8.1. Introduction 1258.2. Question and theoretical framework 1268.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students 1298.4. Challenges and obstacles in translating research results into a didactic book 1328.4.1. The weaving of links between authors (or how to write with several hands) 1328.4.2. The creation of the material 1348.4.3. External obstacles 1378.5. Conclusion 1388.6. Bibliography 139Conclusion 145Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTEList of Authors 147Index 149

Sophie Briquet-Duhazé is an HDR lecturer in education at École supérieure du professorat et de l'éducation (ESPE) and the Centre interdisciplinaire de Recherche Normand en Education et Formation (CIRNEF), University of Rouen, France. Her research focuses on the impact of phonological awareness training and letter literacy skills on the reading level of struggling students.Catherine Turcotte is Professor of education sciences at Université du Québec à Montréal (UQAM), Canada. Her research interests include the way primary school students, particularly those with learning difficulties, learn to read and write.

• Introduction ixSophie BRIQUET-DUHAZÉ and Catherine TURCOTTEChapter 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z 1Catherine TURCOTTE and Marie-Julie GODBOUT1.1. Introduction 11.2. Problematic and conceptual framework 21.3. Presentation of the project and the stages of dissemination and appropriation 31.3.1. Step 1: appropriation through collaboration, training and support 31.3.2. Step 2: dissemination in professional conferences 71.3.3. Step 3: the creation of a guide and internet tools 71.4. Reflections and conclusions 81.5. Bibliography 9Chapter 2. Scientific Project: Creating a Website Dedicated to French Didactics 13Sophie BRIQUET-DUHAZÉ2.1. Introduction 132.2. Problem and theoretical framework 142.3. Presenting the research project 152.4. Work carried out between September 2016 and June 2017 182.4.1. Construction of the first organization website (plan) based on the sections already listed 182.4.2. A questionnaire survey 192.4.3. An interview survey 202.5. Work carried out since September 2017 212.6. Conclusion 242.7. Appendices 242.8. Bibliography 31Chapter 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students’ Skills in Syntax and Punctuation 33Marie-Hélène GIGUÈRE, Marie NADEAU, Carole FISHER, Rosianne ARSENEAU and Claude QUEVILLON LACASSE3.1. Introduction 333.2. Problem and conceptual framework 343.3. Methodology 383.3.1. Participants 383.3.2. Context of the research 403.3.3. Collection instruments and procedures 413.3.4. Assessment protocol 413.4. Results 423.4.1. Characteristics of effective support methods 423.4.2. Personal dimensions related to professional development 463.4.3. Dialog between teachers and researchers 513.5. Discussion 523.5.1. Limitations of our study and future perspectives 543.6. Conclusion 553.7. Appendices 563.8. Bibliography 58Chapter 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities 61Céline CHATENOUD, Catherine TURCOTTE, Rebeca ALDAMA and Sabine CODIO4.1. Introduction 614.2. Theoretical frameworks 624.2.1. From knowledge to action: the process of channelling knowledge 624.2.2. The learning community 634.3. From production to knowledge transfer: the activities carried out 644.3.1. Funneling knowledge into action 644.3.2. Development of the learning community (action cycle) 664.4. Discussion 684.5. Conclusion 694.6. Bibliography 70Chapter 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools 73France DUBÉ, Chantal OUELLET, France DUFOUR, Marie-Jocya PAVIEL, Olivier BRUCHESI, Émilie CLOUTIER and Marc LANDRY5.1. Introduction 735.2. Question and perspective adopted 745.3. Reference framework 765.4. Methodology 775.5. Results 805.6. Conclusion 845.7. Bibliography 85Chapter 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context 89Christiane BLASER and Martin LÉPINE6.1. Introduction 896.2. General context, problem and research objective 906.3. Theoretical framework 946.3.1. Literary training and reading/appreciation 946.3.2. Means of evaluating the reading/appreciation of literary works 976.4. Methodology 986.5. Some results of the interventions in teaching and reading assessment 1016.5.1. The impact of the training offered in reading and evaluation 1016.5.2. The benefits of the material offered: books, document cameras, reading corners 1026.5.3. The benefits of the book fair 1036.5.4. The impact on students 1046.6. Conclusion 1046.7. Bibliography 105Chapter 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders 109Nathalie PRÉVOST and Catherine TURCOTTE7.1. Introduction 1097.2. Context and issues 1107.3. Reference framework 1117.3.1. Educational continuity 1117.3.2. Learning object: written French 1127.4. Methodology 1137.4.1. Participants 1147.4.2. Instrument and procedure 1147.5. Analysis of the interviews 1157.6. Results 1157.6.1. Key factor 1: initiating dialog and engaging transition-friendly practices 1167.6.2. Key factor 2: developing a transition plan 1167.6.3. Key factor 3: giving importance to oral and written language in the school and classroom 1177.6.4. Key factor 4: providing leadership during this transition 1177.6.5. Key factor 5: planning student follow-up between kindergarten and Grade 1 of elementary school 1187.7. Dissemination of results to the school community 1187.8. Conclusion 1197.9. Bibliography 119Chapter 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders 125Rachel BERTHIAUME8.1. Introduction 1258.2. Question and theoretical framework 1268.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students 1298.4. Challenges and obstacles in translating research results into a didactic book 1328.4.1. The weaving of links between authors (or how to write with several hands) 1328.4.2. The creation of the material 1348.4.3. External obstacles 1378.5. Conclusion 1388.6. Bibliography 139Conclusion 145Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTEList of Authors 147Index 149

Sophie Briquet-Duhazé is an HDR lecturer in education at École supérieure du professorat et de l'éducation (ESPE) and the Centre interdisciplinaire de Recherche Normand en Education et Formation (CIRNEF), University of Rouen, France. Her research focuses on the impact of phonological awareness training and letter literacy skills on the reading level of struggling students.Catherine Turcotte is Professor of education sciences at Université du Québec à Montréal (UQAM), Canada. Her research interests include the way primary school students, particularly those with learning difficulties, learn to read and write.

• Introduction ixSophie BRIQUET-DUHAZÉ and Catherine TURCOTTEChapter 1. Teaching Reading Comprehension Strategies: A Research Program Combining Partners from A to Z 1Catherine TURCOTTE and Marie-Julie GODBOUT1.1. Introduction 11.2. Problematic and conceptual framework 21.3. Presentation of the project and the stages of dissemination and appropriation 31.3.1. Step 1: appropriation through collaboration, training and support 31.3.2. Step 2: dissemination in professional conferences 71.3.3. Step 3: the creation of a guide and internet tools 71.4. Reflections and conclusions 81.5. Bibliography 9Chapter 2. Scientific Project: Creating a Website Dedicated to French Didactics 13Sophie BRIQUET-DUHAZÉ2.1. Introduction 132.2. Problem and theoretical framework 142.3. Presenting the research project 152.4. Work carried out between September 2016 and June 2017 182.4.1. Construction of the first organization website (plan) based on the sections already listed 182.4.2. A questionnaire survey 192.4.3. An interview survey 202.5. Work carried out since September 2017 212.6. Conclusion 242.7. Appendices 242.8. Bibliography 31Chapter 3. Teacher-researcher Dialogue in Differentiated Support to Develop Students’ Skills in Syntax and Punctuation 33Marie-Hélène GIGUÈRE, Marie NADEAU, Carole FISHER, Rosianne ARSENEAU and Claude QUEVILLON LACASSE3.1. Introduction 333.2. Problem and conceptual framework 343.3. Methodology 383.3.1. Participants 383.3.2. Context of the research 403.3.3. Collection instruments and procedures 413.3.4. Assessment protocol 413.4. Results 423.4.1. Characteristics of effective support methods 423.4.2. Personal dimensions related to professional development 463.4.3. Dialog between teachers and researchers 513.5. Discussion 523.5.1. Limitations of our study and future perspectives 543.6. Conclusion 553.7. Appendices 563.8. Bibliography 58Chapter 4. The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities 61Céline CHATENOUD, Catherine TURCOTTE, Rebeca ALDAMA and Sabine CODIO4.1. Introduction 614.2. Theoretical frameworks 624.2.1. From knowledge to action: the process of channelling knowledge 624.2.2. The learning community 634.3. From production to knowledge transfer: the activities carried out 644.3.1. Funneling knowledge into action 644.3.2. Development of the learning community (action cycle) 664.4. Discussion 684.5. Conclusion 694.6. Bibliography 70Chapter 5. Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools 73France DUBÉ, Chantal OUELLET, France DUFOUR, Marie-Jocya PAVIEL, Olivier BRUCHESI, Émilie CLOUTIER and Marc LANDRY5.1. Introduction 735.2. Question and perspective adopted 745.3. Reference framework 765.4. Methodology 775.5. Results 805.6. Conclusion 845.7. Bibliography 85Chapter 6. Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context 89Christiane BLASER and Martin LÉPINE6.1. Introduction 896.2. General context, problem and research objective 906.3. Theoretical framework 946.3.1. Literary training and reading/appreciation 946.3.2. Means of evaluating the reading/appreciation of literary works 976.4. Methodology 986.5. Some results of the interventions in teaching and reading assessment 1016.5.1. The impact of the training offered in reading and evaluation 1016.5.2. The benefits of the material offered: books, document cameras, reading corners 1026.5.3. The benefits of the book fair 1036.5.4. The impact on students 1046.6. Conclusion 1046.7. Bibliography 105Chapter 7. When Researchers Discover that Organizational and Collaboration Models that are Still Not Very Explicit for School Stakeholders 109Nathalie PRÉVOST and Catherine TURCOTTE7.1. Introduction 1097.2. Context and issues 1107.3. Reference framework 1117.3.1. Educational continuity 1117.3.2. Learning object: written French 1127.4. Methodology 1137.4.1. Participants 1147.4.2. Instrument and procedure 1147.5. Analysis of the interviews 1157.6. Results 1157.6.1. Key factor 1: initiating dialog and engaging transition-friendly practices 1167.6.2. Key factor 2: developing a transition plan 1167.6.3. Key factor 3: giving importance to oral and written language in the school and classroom 1177.6.4. Key factor 4: providing leadership during this transition 1177.6.5. Key factor 5: planning student follow-up between kindergarten and Grade 1 of elementary school 1187.7. Dissemination of results to the school community 1187.8. Conclusion 1197.9. Bibliography 119Chapter 8. Encouraging the Appropriation of Research Results on Morphological Knowledge by School Stakeholders 125Rachel BERTHIAUME8.1. Introduction 1258.2. Question and theoretical framework 1268.3. Presentation of a research project aiming for the evaluation of the morphological knowledge of elementary school students 1298.4. Challenges and obstacles in translating research results into a didactic book 1328.4.1. The weaving of links between authors (or how to write with several hands) 1328.4.2. The creation of the material 1348.4.3. External obstacles 1378.5. Conclusion 1388.6. Bibliography 139Conclusion 145Sophie BRIQUET-DUHAZÉ and Catherine TURCOTTEList of Authors 147Index 149