Remedial intervention programs to develop written word identification and reading comprehension in dyslexic students aged 9 to 12: a review of the literature

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Published: Mar 1, 2026
DOI: https://doi.org/10.12681/ppej.39696
Keywords:
Reading, reading comprehension, identification of written words, dyslexia, remedial intervention, rehabilitation program, integrative writing review
Myriam Fontaine
Université du Québec à Montréal
Émilie Courteau
Dalhousie University
Abstract

The academic success of all learners depends on learning to read. The age of 9-12 is a key moment in this learning process, as students have to read and understand increasingly complex texts, and identify increasingly difficult words in all subjects. At this age, students with persistent reading difficulties, including dyslexic students, need remedial interventions to improve reading comprehension and written word identification. These interventions need to be based on re-education programs that are supported by research evidence and adapted to their language of learning, including English and French. The aim of this article is to present the results of an integrative review of the scientific literature on these programs. This review follows Jackson's method (1980; Fortin and Gagnon, 2016) and examines these writings in six steps in order to propose an integrative conceptualization of them. It analyzes the various effects documented in experimental research and highlights the methodological contributions and limitations of this research. The results show that little research has been carried out on this subject, and that it is of high quality. The resulting avenues for research and intervention in the context of learning French and English are discussed.

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