Validation d'un questionnaire de repérage par l'enseignant des difficultés d'apprentissage de la lecture chez l'enfant scolarisé en cours préparatoire à Paris

Abstract: The fundamental importance of the access to written language justifies the necessity of an early and adapted take care of learning disabilities. The study design included the administration of a teacher questionnaire to 674 children and of the reference battery BREV to 232 children previously detected by their teachers and 153 control children. Statistical analysis was used to compare the teacher questionnaire and the reference screening test and to calculate the sensitivity and the specificity of the teacher questionnaire. In the present study the teacher questionnaire administered by a medical school doctor had a good feasibility and acceptability. Our results are in favour of using a teacher questionnaire based on 3 items that best predict reading disability. Sensitivity and specificity of each item are good enough to recommend this questionnaire as a useful identification tool. [Copyright &y& Elsevier]