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This paper examines the provision for struggling readers/writers to receive help in first-grade ( cours préparatoire). A sample of 2,507 pupils from 131 classes shows that many of the students are offered some support at school (one third, taking into account all the different kinds of assistance). However, they do not receive many hours of assistance in general. In addition, 12% of students are referred to speech therapists. Further analysis characterises the sectors of children helped, revealing a relative inadequacy among the students. The results overall take into account the current reconfiguration of school organization, characterised by individualisation, outsourcing interventions and recourse to health specialists.