Progressively learning how to read and understand written texts

– Children don’t understand like aduts do, which makes our usual questions uneffective. We want to make them enter what we think to be the «  objective  » meaning of a text whereas it is only our own perception and interpretation of this text. – Rewording in a more explicit way and confronting these different rewordings are in favour of a better understanding.( telling stories, debating). This is true from the 1st year in nursary school on. – The reminding-rewording of a text by a child, without having any pictures in front of them (evocation language),
— is a real learning situation,
— gives the primary school teacher important information about how the child understands a story. – The reminding activity can be based on oral stories first and then on written texts (without pictures). – In addition to this reminding activity, others are proved efficient :
— Debates after a questionnaire. The schoolteacher asks for explanations,
— Children’s reactions to reminders (produced by the schoolteacher and other children),
— The use of pictures to help comprehension, Drawings,
— Explicit building of the reference universe, of the awaited horizon. – Conclusions – article248 – L’expérithèque

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