Évaluation de l’activité de lecture - déchiffrement dans une classe de troisième année primaire : quelles modalités à l’école algérienne ?

In this article, we expose and describe a class observation conducted in eight schools in the four educational districts of the city of Constantine in order to check to what extent the teaching practice is consistent with the official guidelines in the choice of assessment modalities of a reading lesson in the sense of deciphering. This would also inform us about the activities selected by practitioners to measure the effectiveness of their methodological choices along a teaching / learning process of this activity. The used observation sheet informed us initially about a gap between official guidelines and classroom practice. The analysis of the preparation sheets, used by teachers in our sample, revealed that they mainly opt for encoding activities in order to measure the learning acquired by their learners with regard to the appropriation of the act of reading.