Syftet med denna empiriska studie är att undersöka hur verksamma mellanstadielärare väljer ut och arbetar med skönlitterära böcker vid gemensam läsning, samt vilka möjligheter och utmaningar lärarna upplever kring detta. Det insamlade materialet består av sex semistrukturerade intervjuer med behöriga och erfarna svensklärare. Intervjuerna analyseras utifrån Louise Rosenblatts litteraturteori samt Lev Vygotskijs sociokulturella perspektiv. Valet av teoretiskt ramverk utgår från skönlitteraturens betydelse för människan och intresset för lärande i samspel med andra. I studiens resultat framkommer det att lärarna har väldigt olika förutsättningar och att tillgängligheten av skönlitteratur skiljer sig åt mellan skolorna. Detta är problematiskt då alla elever ska ges en likvärdig skolgång, vilket försvåras när skolornas resurser är ojämnt fördelade. Såväl tidigare forskning som förevarande studie synliggör vikten av att inkludera elevers intressen vid bokval. Däremot visar resultatet att detta är en utmaning för flera av lärarna då en elevgrupp vanligtvis består av elever med många skilda intressen, vilket kan vara svårt att ta hänsyn till. Tidigare forskning visar även att elevers läsintresse har minskat och detta intygar de intervjuade lärarna om. Genomförandet av gemensam läsning bör därför prioriteras då det enligt lärarna kan fungera motiverande för eleverna och bygga deras intresse för läsning. En slutsats som kan dras är att bokval och arbete med skönlitteratur vid gemensam läsning kräver eftertänksamhet. Det bör utgå från den specifika elevgruppen samt lärarens förutsättningar.

The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading and (2) access to print with reading achievement. Participants were fourth grade English speakers from Canada (Alberta, British Columbia, and Nova Scotia), New Zealand, England, and USA. Data from the Progress in International Reading Literacy Study (PIRLS) questionnaires and reading achievement test were used to design the two models, and Hierarchical linear modeling (HLM) was used to analyze the data where students (Level-1) were nested within classrooms (Level-2). The results of the Engagement in Reading Model demonstrate that activities of shared reading at home and at school did not statistically significantly relate or related negatively with reading achievement. Parents helping their children with school readings emerged as the strongest negative predictor of reading achievement in the entire model. However, the relationship between how often participants talked with their families about what they read on their own and reading achievement was positive. Additionally, independent reading at school, reading for fun at home, and reading printed material (books and magazines) at home predicated reading achievement positively; reading for homework did not predict reading achievement; and reading for information and reading on the internet at home predicted reading achievement negatively. The results of the Access to Print Model demonstrate that while access to books and other reading material at home related positively with reading achievement, access to books and other reading material at school did not overall relate to students’ reading achievement. Additionally, access to the library, generally, did not relate to reading achievement; and when statistical significance was found it was not replicated in all or even most of the countries. Based on the results of the present study, it is recommended that fourth graders be given ample opportunities to read books of their own choosing independently at school, and to develop students’ habits and motivation to read for leisure during their free after school time. Additionally, children should be provided with ample access to reading material at home which is geared towards their interests.

Au Québec, particulièrement à Montréal, un nombre important d’enfants bi/plurilingues de maternelle cinq ans sont directement intégrés en classe ordinaire. Pour ces enfants qui poursuivent le développement de leurs compétences langagières dans deux ou plusieurs langues simultanément, il est primordial d’adapter les pratiques enseignantes afin de tenir compte de leurs besoins. La lecture partagée (LP) d’albums de littérature de jeunesse est une activité largement reconnue pour favoriser le développement langagier oral et écrit (Cunningham et Zibulsky, 2011; National Early Literacy Panel, 2008). Tout en favorisant le plaisir de la lecture (Dupin de St-André et al., 2015), cette activité permet d’amener progressivement l’enfant à établir des liens entre langage oral et écrit. Elle permet également de favoriser, entre autres, le développement des habiletés narratives (ex. : Pesco et Gagné, 2017; Roux-Baron, 2019), dimension discursive du développement langagier qui exerce une incidence sur l’apprentissage de l’écrit et, donc, la réussite scolaire. Dans la présente recherche doctorale, les paramètres d’une intervention de LP tenant compte des besoins des enfants bi/plurilingues en émergence pour favoriser le développement de leurs habiletés narratives ont été définis au moyen d’une recension des écrits. Ces paramètres ciblés ont été mis à l’essai dans le cadre d’une vaste recherche (Armand et al., 2017-2021) dans laquelle a eu lieu une intervention de LP au moyen de l’application Les Albums plurilingues ÉLODiL dans une perspective de collaboration école-famille. L’utilisation d’albums bi/plurilingues faisait partie des modalités identifiées pour favoriser, dans une optique inclusive (Cummins, 2021), le développement langagier d’enfants bi/plurilingues en émergence (Naqvi et al., 2012). Dans le cadre de cette recherche, notre contribution à l’intervention a consisté à concevoir et à mettre à l’essai des activités entourant la lecture des albums qui visaient spécifiquement le développement des habiletés narratives. Afin de documenter les effets de l’intervention sur l’évolution des habiletés narratives des enfants, nous avons recueilli, avant et après l’intervention, les productions d’un groupe d’enfants qui y a pris part (n=78) en recourant à deux types de tests standardisés. Les productions ont été comparées à celles d’enfants qui n’ont pas participé à l’intervention (n=35), mais dont les enseignant·es avaient reçu les mêmes albums en français et en version papier uniquement. Pour compléter le portrait, nous avons également recueilli le rappel du récit d’un des albums exploités dans le cadre de l’intervention auprès des enfants du groupe expérimental (n=70). L’analyse des résultats obtenus au moyen des outils standardisés révèle que l’intervention de LP au moyen d’albums plurilingues intégrant des activités en lien avec les habiletés narratives apporte une contribution positive à l’évolution de ces habiletés chez les enfants. Qui plus est, l’analyse qualitative des productions obtenues au moyen d’un outil conçu à partir d’un des albums de l’intervention, mise en relation avec la description présente dans les écrits scientifiques des habiletés narratives d’enfants monolingues du même groupe d’âge, tend à démontrer que les enfants bi/plurilingues en émergence, ici dans le contexte montréalais pluriethnique et plurilingue de notre étude, ne sont pas « en retard » par rapport aux enfants monolingues. / In Quebec, particularly in Montreal, a significant number of bi/plurilingual children in five-year-old kindergarten are directly integrated into regular classrooms (with or without French learning support services). For these emerging bi/plurilingual children who are continuing to develop their language skills in two or more languages simultaneously, it is essential to adapt educative practices to consider their needs, particularly with regard to language development, which is one of the areas of global development. Shared reading of children’s literature is one of the activities which is widely recognized by the scientific and practical community to promote oral and written language skills (Cunningham & Zibulsky, 2011; National Early Literacy Panel, 2008; Turgeon, 2018). This significant activity promotes the pleasure of reading (Dupin de St-André et al., 2015) and allows children to gradually make connections between oral and written language. Among other things, shared reading and the interactions that surround it promote the development of narrative skills (e.g., Lever & Sénéchal, 2011; Nielsen & Friesen, 2012; Pesco & Gagné, 2017; Roux-Baron, 2019), a discursive dimension of language development that has an impact on literacy development and, by the same token, academic success. In this doctoral research, we identified through a literature review the parameters of a shared reading intervention that would consider emerging bi/plurilingual needs in order to foster the development of their narrative skills. These parameters were tested as part of a broader research (Armand et al. 2017-2021) in which a shared reading intervention took place using a web-based children’s literature application, Les Albums plurilingues ÉLODiL, through a school-family collaboration. The use of bi/plurilingual book was one of the modalities identified to promote, from an additive (Lambert, 1975) and inclusive (Cummins, 2021) point of view, the language development of emerging bi/plurilingual children (Naqvi et al., 2012). As part of this doctoral research, our contribution to the intervention consisted of designing and testing activities surrounding the shared reading of children’s book that were specifically aimed at the development of narrative skills. In order to document the effects of the intervention on the children’s narrative skill evolution, before and after it, we collected narratives from a group of children who took part in the intervention (n=78). To this aim, we used two standardized tests (a narrative production task from a sequence of illustrations and a story recall task). The productions were compared to those of children who did not participate in the intervention (n=35). In this control group, the teachers, who used children’s literature in their classroom, received the same children’s book, but in French and in paper version only. In order to complete the portrait, we also collected from the children in the experimental group (n=70) the recall of the story of one of the books used in the intervention. This allowed us to provide a qualitative overview of the narrative skills of children in a regular five-year-old kindergarten classroom in a plurilingual context. The analysis of the results obtained with the standardized tools reveals that the shared reading intervention, using plurilingual books and integrating the activities we implemented in relation to narrative skills, brings a positive contribution to the evolution of the narrative skills of the children who took part. Moreover, the qualitative analysis of the portrait of the children’s narrative skills, put in relation with the description of the narrative skills of “monolingual” children of the same age group presented in the scientific literature, tends to show that emerging bi/plurilingual children are not “lagging behind”.