Analysis of young students’ transactional skills during storybook-reading activities
This article examines the activities of students aged approximately three years old within a first-year kindergarten class during readings of an illustrated fiction story. Based on five recorded sessions, the researchers will analyze the students’ verbal exchanges during the readings and during their subsequent discussions. Among these verbal exchanges, a distinction and quantitative and qualitative categorization will be established between student statements that indicate a dialogue with the text and with the illustrations, in other words, their transactional skills. Studying the quantity and diversity of transaction categories during the sessions will provide insight into the characteristics of very young students’ reading activities.