Les stratégies de compréhension lors de lectures à voix haute : accompagnement parental auprès d’enfants de cinq ans
A parent’s role in their child’s reading development is important, and reading to your child is a family literacy practice that is strongly encouraged by society.  This research describes parental support specifically in relation to reading comprehension strategies used between the parent and child while the parent is reading out loud. We observed 10 parents read aloud an alphabet book, a narrative text with an element of suspense, a narrative text without suspense, and a non-fiction text to their five year old child. It turns out that the reading comprehension strategies used by parents differed according to the type of text being read.  The children with the lowest results (letter sound recognition, story recall, and comprehension of vocabulary and syntax) used less comprehension strategies during read alouds than the children with higher results. We also observed support offered by parents of children with lower and higher results.  These two groups of parents differ by the quality and the frequency of their use of reading comprehension strategies. In fact, we noticed that parents who guide their child in using reading comprehension strategies are associated with their children having better results in reading.  Finally, we verified the family literacy practices (time exposed to reading, accessibility of books, family members modelling reading, attitude of parents toward reading, and activities that promote letter sound knowledge/phonemic awareness). Only the family practice of creating activities to further develop letter sound knowledge/phonemic awareness was directly linked to the child’s results.
Parent Reading out-loud Reading comprehension strategies Kindergarten