Algeria's Ministry of National Education has approved a directive memo aimed at fully supporting second-grade primary students experiencing reading challenges. This directive memo was approved to specifically address and improve the reading skills of these young learners. The decision comes after field follow-up assessments indicated a significant number of second-grade students are suffering from reading difficulties. To address this issue, the Ministry determined that a full action plan is required to improve these students' reading skills. The directive seeks to provide targeted interventions to help young learners overcome these foundational literacy hurdles early in their academic careers.
Directive Details and Implementation
A memo issued by the Directorate General of Education on September 22, bearing number 474, details the implementation steps for the new support program. The memo specifically requested education directors of the wilayas, through primary education inspectors and school principals, to strictly adhere to the directive memo regarding support for second-grade students. The first two weeks of the current school year have been allocated for a dedicated program focused on consolidating basic achievements, with a particular emphasis on reading skills.
This program is designed to retrieve previous academic achievements, diagnose students' strengths and weaknesses in reading, and address any recorded difficulties. The curriculum's initial five segments are primarily dedicated to reviewing letters, consolidating phonological awareness, and developing decoding and reading skills. Inspectors are tasked with accompanying primary school teachers to provide training on correctly implementing the directive memo. This training will be conducted through educational seminars and study days, scheduled to follow the start of the 2026/2027 school year.
Foundational Skills and Learning Gaps
The first and second grades are considered an integrated foundational stage key for developing language and reading skills. Key skills to be developed during this period include decoding, phonological awareness, linking sounds to written symbols, and reading short texts with comprehension. Analysis of past years' results revealed that a significant number of first-grade students needed more time to consolidate basic reading skills. Most first-grade students did not reach the expected level of connected reading by the end of the first year of schooling.
Automatic progression to the second grade has contributed to disparities in acquiring reading skills among students. This automatic progression creates disparities in acquiring reading skills, as some learners need to review and consolidate previous skills before moving to more complex learning objectives. The Ministry's directive emphasizes that support for second-grade students should be based on continuity between the first and second grades, gradual progression, and not skipping the review of letters and phonological skills. This continuity is essential for building a strong foundation in literacy.
Preparatory Measures for First Graders
The Ministry of National Education also issued a directive memo, number 473, dated September 20, outlining the implementation of a preparatory period for first-grade students. This preparatory period focuses on listening and speaking; observation and reading; and formation and planning. Officials state the preparatory period is key due to varying initial achievements and diverse previous educational paths among first graders. The Ministry aims for harmonization and adaptation to ensure all learners reach a minimum level of linguistic and communicative achievements. Preparatory period activities must be implemented within the first four weeks of the school year. This early intervention is expected to lay a solid groundwork for their subsequent academic journey.