The Effectiveness of Cognitive Strategies Applied by French Language Teachers in Improving Reading Comprehension Among Primary School Students with Learning Difficulties

This study evaluates the effectiveness of cognitive strategies applied by French language teachers to fourth-year primary school students experiencing difficulties learning French as a foreign language. Specifically, it examines how these strategies enhance students’ reading comprehension skills. The primary research question is: To what extent do cognitive strategies improve reading comprehension among primary school students facing challenges learning French? The study adopts a structured methodological approach involving close collaboration with French language teachers to design, implement, and refine these strategies. A sample of 54 male and female students with difficulties learning and comprehending French texts participated in the study. To assess the strategy’s impact, students’ performance in reading comprehension was evaluated through pre- and post-intervention achievement tests, employing a quasi-experimental design for one group and two groups. The results, analyzed using statistical tools, revealed that applying cognitive strategies effectively mitigates obstacles to language learning. This finding underscores the importance of adopting educational approaches tailored to support students struggling with French language acquisition. Received: 7 December 2024 / Accepted: 11 January 2025 / Published: 21 January 2025