par Thomas, Nathalie ;Colin, Cécile ;Leybaert, Jacqueline
Référence ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 32, 164, page (57-66)
Publication Publié, 2020-02-01
Article révisé par les pairs
Résumé : Our study analyses the behavior of teachers (N = 22) and, indirectly, their interactions with students before and after interactive reading sessions. During 10 weeks, the program is delivered to kindergarten children from multicultural and low socioeconomic status. Our results show a significant improvement for teachers who have completed the program concerning the quality of the book chosen, the session climate and the use of references to the written code.