CENTER FOR RESEARCH IN
COGNITION & NEUROSCIENCES/ConnexConnex

Early and sustained exposure to print plays a critical role in the development of reading skills and later academic achievement (Mol & Bus, 2011). The quantity and quality of children’s reading experiences—what they read, how often, and in what environment—are key factors in the development of reading expertise. Engagement in reading follows a cumulative dynamic: children who read more improve faster, which further increases their engagement in reading.
In France, socio-economic and cultural inequalities strongly shape educational trajectories (OECD, PISA 2022), and are compounded by marked territorial disparities, particularly in overseas regions. In this context, my research examines reading development by integrating cognitive mechanisms—especially visuo-attentional processes and lexical representations—with the socio-economic and cultural environments in which learning takes place.
Our findings show that exposure to print in the home environment is a major determinant of reading development, with effects that evolve across schooling. Research conducted in Martinique further highlights the role of environmental constraints in limiting engagement in reading practices and contributing to widening performance gaps.
These findings are consistent with international evidence showing that many educational systems struggle to ensure the acquisition of foundational reading skills. They emphasize the need for early and targeted interventions addressing both individual skills and environmental factors. The Read@Home program aims to support home-based reading practices through personalized parental guidance. An ongoing randomized controlled trial in Martinique will assess its effectiveness in reducing inequalities in access to reading.

If you are not able to attend the seminar in person, it will also be possible to follow the seminar with this Teams link: https://bit.ly/3PwfIFE