{"id":10352,"date":"2020-04-30T17:10:20","date_gmt":"2020-04-30T21:10:20","guid":{"rendered":"https:\/\/www.reseaureussitemontreal.ca\/key-topics\/covid-19-and-educational-success\/la-lecture-en-temps-de-confinement-des-benefices-inegaux\/"},"modified":"2020-07-10T13:58:46","modified_gmt":"2020-07-10T17:58:46","slug":"literacy-during-the-lockdown-uneven-benefits","status":"publish","type":"page","link":"https:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/literacy-during-the-lockdown-uneven-benefits\/","title":{"rendered":"Literacy during the lockdown: uneven benefits"},"content":{"rendered":"<p><em>Published April 30, 2020<\/em><\/p>\n<p><a href=\"#lecture\">Lockdown literacy<\/a> | <a href=\"#pistes\">Solutions<\/a> | <a href=\"#outils\">Resources<\/a> | <a href=\"#rappels\">Reading and perseverance: reminders<\/a><\/p>\n<h3><span style=\"font-weight: 400;\"><a id=\"lecture\"><\/a>LITERACY DURING THE LOCKDOWN: UNEVEN BENEFITS<\/span><\/h3>\n<p><span style=\"font-weight: 400;\">A child\u2019s or youth\u2019s reading habits during the lockdown are obviously dependant on their relationship with it prior to the health crisis.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We are speaking here of reading for pleasure or personal interest, and thus <\/span><b>self-motivated<\/b><span style=\"font-weight: 400;\">. This is what defines a reader.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For readers, having more free time generally leads to more reading. In doing so, they may maintain or even increase their literacy skills and thereby continue to acquire knowledge in many areas while exercising cognitive abilities.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The current crisis has highlighted the sometimes significant differences among students when it comes to \u201creading for pleasure.\u201d<\/span><sup><span style=\"font-weight: 400;\">[1]<\/span><\/sup><span style=\"font-weight: 400;\"> Indeed, it has likely deepened them, and for so-called \u201cunengaged readers\u201d (i.e., those who for, various reasons, show little motivation to read including having difficulty at school or limited access to resources), the opposite is likely true, with the lockdown depriving them of the only place where they are required to read. One can therefore presume that they will read less than normally, if at all.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For such unengaged young readers, especially those in underprivileged neighbourhoods, we acknowledge the very real effects of the current situation, in which:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">alternatives consisting of abundant online services (educational support, reading mediation activities) are more likely to come up against technological shortcomings (connection, equipment),<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">there are often few or no books in the home,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">access to physical books and reading mediation activities\u2014crucial for less engaged readers\u2014is cut off because public libraries are closed.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">While school closures will affect all young people, it will have specific repercussions on those who were having difficulties before the crisis. It is likely to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">accentuate their difficulties and widen gaps,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">lead to a decline in reading skills and other academic skills,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">reduce motivation,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">increase the number of dropouts.<\/span><\/li>\n<\/ul>\n<h3><a id=\"pistes\"><\/a>PERENNIAL SOLUTIONS AND SOUND PRACTICES<\/h3>\n<p><span style=\"font-weight: 400;\">During the lockdown, daily reading or activities related to reading for pleasure, using digital technology, can help maintain learning by allowing these students to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">better maintain their literacy skills during the lockdown,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">arouse their interest and curiosity, which also affect motivation at school,<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">develop bonds with peers around reading.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">If virtual contacts with families and students are possible, it is simple and inexpensive to offer distance-learning activities aimed at highlighting the value of, promoting, and enlivening reading.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Here are several sound practices to consider:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Disassociate reading from all teaching or pedagogical references or expectations (evaluation, comparison, objectives, etc.).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Allow students the greatest possible choice, including that of not reading or abandoning a book that they do not like.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Encourage students to read in their mother tongue.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Encourage them to talk about their tastes and interests in order to better guide their choices and use of online resources.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Encourage them to talk about what they have read to their peers, which will help them better understand their own tastes and share their discoveries.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Propose a variety of texts or works adapted to their reading level in order to build confidence.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Allow them to meet writers, mentors, and reading role models.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Make connections between the types of artistic expression they enjoy and reading\/writing.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Read to them or introduce them to audio books.\u00a0<\/span><\/li>\n<\/ul>\n<h3><strong><a id=\"outils\"><\/a>Free online resources<\/strong><\/h3>\n<p><b>To learn more about the links between reading and school perseverance:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.reseaureussitemontreal.ca\/dossiers-thematiques\/lecture-et-perseverance-scolaire\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Key topic page on reading and school perseverance<\/span><\/a><\/li>\n<\/ul>\n<p><b>Access to digital books:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/numerique.banq.qc.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Digital media at the BAnQ<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/pretnumerique.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">PRETNUMERIQUE.CA<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/montreal.pretnumerique.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">PRETNUMERIQUE.CA \u2013 Montr\u00e9al<\/span><\/a><\/li>\n<\/ul>\n<p><b>Audio books:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/ici.radio-canada.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Radio-Canada<\/span><\/a><\/li>\n<\/ul>\n<p><b>Youth books and book-related activities (pre-school):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/app.boukili.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Boukili<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/iletaitunehistoire.com\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Il \u00e9tait une histoire<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.heureduconte.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Heureduconte.ca<\/span><\/a><\/li>\n<\/ul>\n<p><b>Multilingual albums (preschool and elementary, available in 11 languages, subtitles and audio):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><a href=\"http:\/\/elodil.umontreal.ca\/livres\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">\u00c9lodil<\/span><\/a><\/li>\n<\/ul>\n<p><strong>Reading activities and suggestions for kids of all ages<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.tdsummerreadingclub.ca\/about_the_club\" target=\"_blank\" rel=\"noopener noreferrer\">TD Summer Reading Club<\/a><\/li>\n<\/ul>\n<h3><strong><a id=\"rappels\"><\/a>Reading and school perseverance: reminders<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">Reading for pleasure is how you <\/span><b>become a reader<\/b><span style=\"font-weight: 400;\">, i.e., that you read more than for just schoolwork, to explore your own interests and tastes. In other words, that you are self-motivated. Ideally, this develops in early childhood within a child\u2019s various environments (family, daycare, school, community) and progresses throughout life. Research has shown that readers are higher achievers in their schooling.<\/span><\/p>\n<p><b>Exposure to the written word from an early age is a reliable predictor of educational success.<\/b><\/p>\n<p>Children who browse through books by themselves at the age of <span style=\"font-weight: 400;\">2 \u00bd:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Are more motivated to read when they start school<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Have reading habits by the age of 8<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Get better grades at the age of 15<\/span><sup><span style=\"font-weight: 400;\">[2]<\/span><\/sup><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">On the other hand, children who continue to have difficulty reading by the age of 7 are four times more likely to drop out at the age of 15.<\/span><sup><span style=\"font-weight: 400;\">[3]<\/span><\/sup><\/p>\n<p><span style=\"font-weight: 400;\">While school is necessary in developing reading skills, it cannot produce readers by itself. \u201cBeing a student, and thus in a permanent reading environment, does not automatically guarantee the development of reading habits or a love of reading, which only goes to show that reading without pleasure is doomed, in the medium- or long-term, to failure.\u201d<\/span><sup><span style=\"font-weight: 400;\">[4]<\/span><\/sup><\/p>\n<p><span style=\"font-weight: 400;\">In truth, one\u2019s relationship to the written word starts at birth, beginning in the family and then in the community throughout early childhood. Children then formalize this learning at school.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The actions that model a child\u2019s relationship with reading are taken before they start school. It is thus the family and community that determine a child\u2019s interaction with reading and the development of reading habits between birth and age 5.<\/span><\/p>\n<hr \/>\n<p><a href=\"https:\/\/www.reseaureussitemontreal.ca\/wp-content\/uploads\/2015\/06\/icone-crayon.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-509\" src=\"https:\/\/www.reseaureussitemontreal.ca\/wp-content\/uploads\/2015\/06\/icone-crayon.png\" alt=\"\" width=\"54\" height=\"53\" \/><\/a><strong>Stay informed about new content added to our Determinants and the Pandemic series. -&gt; <\/strong><strong><a href=\"https:\/\/www.reseaureussitemontreal.ca\/en\/email-lists\/\" target=\"_blank\" rel=\"noopener noreferrer\">Sign up for our newsletter<\/a>.<\/strong><\/p>\n<hr \/>\n<p><span class=\"notes-bpage\">Notes<\/span><\/p>\n<p><span class=\"notes-bpage\"><span style=\"font-weight: 400;\">[1] In\u00a0<\/span><i><span style=\"font-weight: 400;\">Reading for Pleasure<\/span><\/i><span style=\"font-weight: 400;\">. CTREQ, 2017, p. 33.\u00a0<\/span><a href=\"https:\/\/www.ctreq.qc.ca\/wp-content\/uploads\/2018\/04\/Reading-for-Pleasure.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">https:\/\/www.ctreq.qc.ca\/wp-content\/uploads\/2018\/04\/Reading-for-Pleasure.pdf<\/span><\/a><\/span><\/p>\n<p><span class=\"notes-bpage\"><span style=\"font-weight: 400;\">[2] In\u00a0<\/span><i><span style=\"font-weight: 400;\">La motivation en lecture durant l\u2019enfance et le rendement dans la langue d\u2019enseignement \u00e0 15 ans<\/span><\/i><span style=\"font-weight: 400;\">, Qu\u00e9bec Longitudinal Study of Child Development 1998\u20132015 (QLSCD), Institut de la Statistique du Qu\u00e9bec, November 2016.<\/span><\/span><\/p>\n<p><span class=\"notes-bpage\">[3] Ibid.<\/span><\/p>\n<p><span class=\"notes-bpage\"><span style=\"font-weight: 400;\">[4] Translated excerpt of H\u00e9l\u00e8ne Vachon, \u201cLa lecture.\u201d\u00a0<\/span><i><span style=\"font-weight: 400;\">Enqu\u00eate sur les pratiques culturelles au Qu\u00e9bec<\/span><\/i><span style=\"font-weight: 400;\">, 2009.<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Published April 30, 2020 Lockdown literacy | Solutions | Resources | Reading and perseverance: reminders LITERACY DURING THE LOCKDOWN: UNEVEN BENEFITS A child\u2019s or youth\u2019s reading habits during the lockdown are obviously dependant on their relationship with it prior to the health crisis. We are speaking here of reading for pleasure or personal interest, and &hellip; <a href=\"https:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/literacy-during-the-lockdown-uneven-benefits\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Literacy during the lockdown: uneven benefits<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":10083,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"class_list":["post-10352","page","type-page","status-publish","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Literacy during the lockdown: uneven benefits - R\u00e9seau r\u00e9ussite Montr\u00e9al<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/literacy-during-the-lockdown-uneven-benefits\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Literacy during the lockdown: uneven benefits - R\u00e9seau r\u00e9ussite Montr\u00e9al\" \/>\n<meta property=\"og:description\" content=\"Published April 30, 2020 Lockdown literacy | Solutions | Resources | Reading and perseverance: reminders LITERACY DURING THE LOCKDOWN: UNEVEN BENEFITS A child\u2019s or youth\u2019s reading habits during the lockdown are obviously dependant on their relationship with it prior to the health crisis. 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