Abstract

Evidence-based intervention is a method improving reading instruction. Learning to read is an important step in children’s education. Thanks to many studies, we understand how reading works and the role of the left ventral occipito-temporal cortex also called the region of v »visual form of words ». The function of this region and the knowledge of different stages of learning make it possible to know what skills the child have to develop in order to successfully read, notably the link between graphemes and phonemes. Our TER aims to show the impact of evidence-based intervention. We used data from literature to find out what were the different objectives of evidence-based intervention. Results showed the interest of making children aware of the names and sounds of letters from kindergarten. It was also important to make children understand the link between graphemes and phonemes at the beginning of learning. The results also showed that, with child’s increase reading skills, left occipito-temporal cortex gained in activity. In addition, it provides faster and more effective learning to give children with developmental dyslexia a chance to be able to read normally. It could lead to a significant decrease in children with severe delays in reading skills.