At just three and a half years old, Manon has already learned to read, according to a recent report. Her mother, who used to teach kindergarten, explains that they practice at home by isolating the sound each letter makes in a word. In most public and private schools, reading instruction usually starts in first grade, where children learn by focusing on syllables—groups of letters that make a sound—rather than individual letter sounds. Her mother believes that starting reading instruction earlier could be beneficial, as she feels children are often ready to learn it much sooner than the current curriculum allows. The question of whether reading should be introduced in kindergarten has sparked a discussion among teachers across France. Recently, nearly 500 teachers attended a training session led by researcher Céline Alvarez, who has long supported the idea of teaching reading earlier. Some educators believe this method gives kindergarten teaching more purpose, while others note that many children in their classes already recognize letters and find it fun to play with them. However, some primary school teachers are hesitant about making this change. Future first-grade teachers, in particular, have expressed concerns about how to adapt their curriculum to include earlier reading instruction. Céline Alvarez argues that starting reading instruction earlier could help reduce school failure. She cites research showing that if a child struggles with reading by the end of first grade, there is a 90% chance they will continue to have difficulties through secondary school. She emphasizes that first grade is a crucial time for learning and suggests that extending learning time could help. In England, reading instruction was introduced earlier in 2012, and the results have been positive. In France, the Ministry of Education says it is open to considering this approach, showing that the debate over early reading instruction is gaining attention and may lead to changes in the future.