Les pratiques d'enseignement de la compréhension de l'écrit en 5e année primaire : quel processus d'autonomisation pour le lecteur-apprenant ?

The practice of written comprehension teaching at primary school in Algeria in an era of reform is confronted with the challenge of the autonomy of the learner and his empowerment with means and tools enounced in the prescribed practices and to be provided by the effective practices so that he can cope with different reading/comprehension situation. The examination of the practices in question, from their foundations and from the constructed objects in the conversational exchanges, reveals a convergence regarding the equipment of the young reader with a competency in relation with the structure of the text.