The contribution of pedagogical remediation in reading to consolidate spelling skills

Remediation is a device that consists in providing the learner with new learning activities to enable him / her to fill the gaps diagnosed during a formative evaluation. The study we conducted aims to analyze the added value of this educational remediation in reading in the consolidation of academic achievements in spelling. It is based on the assumption that teacher remediation in reading as it is done by teachers, does not consolidate the achievements in the spelling of learners. To carry out our investigation, we used as instruments of data collection, maintenance and participatory observation. Our study took place in the Madibou school district. Our sample is made up of seventeen (17) pedagogical supervisors, seven (7) teachers, holders of CM2 classes and 70 learners of CM2 At the end of this work, the results obtained are as follows: notes obtained during the test organized, reveal us that they are not always satisfactory. The scores obtained in reading do not correspond to those of spelling. The assessment is done without grid, the notes are subjective. The low spelling marks show the weaknesses of the method used and the mistakes are orthographic. To this end, we have suggested some approaches to solutions including: - instead of traditional pedagogy, put into practice differentiated pedagogy; - harmonize teaching / learning programs with hierarchical recommendations, since curative pedagogy was introduced without reference to official curricula, and without a note or decree