Le cours de Lecture interactive destiné aux étudiantes en orthophonie vise à développer leurs compétences dans l’utilisation du livre comme outil thérapeutique. Il aborde les fondements théoriques de la lecture interactive et son impact sur le développement du langage oral ainsi que des prérequis du langage écrit. Le cours met également l’accent sur les stratégies de questionnement, d’étayage et de reformulation favorisant la participation active de l’enfant. Enfin, des mises en pratique et des simulations cliniques permettent le transfert des acquis en contexte réel d’intervention.

Temps présentiel : 12 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Projets

Référence :
• Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. • Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language. Paul H. Brookes. • Ferk-Dornstauder, M., Kouba Hreich, E., Stankova, M., Abou Melhem, N., Boyadzhieva-Deleva, E., Plez, L., Matić Škorić, A., & Thordardottir, E. (2025). Dialogic book reading intervention for children with DLD across different languages and cultural settings: An international feasibility study. Child Language Teaching and Therapy, 41(3), 238–26 • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing. • Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of language and literacy instruction. Early Childhood Research Quarterly. • Kim, Y.-S. G. (2020). Interactive Dynamic Literacy Model. Scientific Studies of Reading. • Lecture Interactive Enrichie. (n.d.). https://www.lectureinteractiveenrichie.com/ • Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. • Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic reading. Developmental Psychology. • Scarborough, H. S. (2001). Connecting early language and literacy. • Thomas, N., Colin, C., & Leybaert, J. (2020). Interactive reading to improve language and emergent literacy skills of preschool children from low socioeconomic and language-minority backgrounds. • Snow, C. E. (1998). Preventing reading difficulties in young children. National Academy Press. • Towson, J. A., Fettig, A., Fleury, V. P., & Abarca, D. L. (2017). Dialogic reading in children with ASD. Journal of Autism and Developmental Disorders. • van den Broek, P., et al. (2005). The importance of inference making. Reading Psychology. • van Kleeck, A. (2008). Interventions to support comprehension of oral and written language. • Whitehurst, G. J., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology. • Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2013). Preschool teachers’ interactive book reading. Early Childhood Research Quarterly