According to the ministry of education, one young adult (16-25) over 10 has reading difficulties, 50% of them being illiterate. France was ranked 34/50 in the PIRLS 2016, last in Europe. Compared to 2011, degradation of the reading performance of these 4th grade children was also noticed. Mastering comprehensive reading is yet a perquisite for accessing other educational disciplines. But reading requires the maturation and coordination of a complex cognitive network, involving vision, phonological, semantic and pragmatic processing together with the sensorimotor activation of phonetic representations... and breathing! We will present the framework we developed so far in order to characterize, assess and improve the reading fluency of young readers. This work is performed in the context of the e-FRAN Fluence project, where hundreds of primary schoolers are trained via computer-assisted technologies and monitored in a longitudinal study.
Bailly, G (2021) Characterizing and Assessing the Oral Reading Fluency of Young Readers. Proc. IberSPEECH 2021.