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Garcia, S., & Oller, A.-C. (2021). Dyslexia: an educational construct at the crossroads of divergent educational norms. Agora debates/youth, (87), 129-144. Available at https://www.cairn.info/revue-agora-debats-jeunesses-2021-1-page-129.htm.

This article tries hard to show, in the light of several surveys, that the usual practices of learning to read are at the origin of the difficulties of a part of the pupils which are then defined as ‘pathological’ and attributed to their cognitive specificities. They are the product of a history of pedagogical standards that lead to ‘hybrid’ practices today. These practices are inspired both by recent knowledge on cognitive processes and by approaches that correspond to an older state of knowledge. This results in low exposure of students to the most effective practices for mastering reading.

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Garcia, S., & Oller, A.-C. (2021). Dyslexia: an educational construct at the crossroads of divergent educational norms. Agora debates/youth, (87), 129-144. Available at https://www.cairn.info/revue-agora-debats-jeunesses-2021-1-page-129.htm.

This article tries hard to show, in the light of several surveys, that the usual practices of learning to read are at the origin of the difficulties of a part of the pupils which are then defined as 'pathological' and attributed to their cognitive specificities. They are the product of a history of pedagogical standards that lead to 'hybrid' practices today. These practices are inspired both by recent knowledge on cognitive processes and by approaches that correspond to an older state of knowledge. This results in low exposure of students to the most effective practices for mastering reading.

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