Description and comparison of interventions made during reading aloud by preschool expert teachers working on inferences
This collaborative research is an attempt to describe and compare interventions made during reading aloud by expert teachers, trained or not to specifically work inferences. While all teachers worked inferences with their students, our results showed that the trained ones predominantly put emphasis on co-elaboration of the implicit episodes’ meaning, whereas the non trained gave preference to transmission of that meaning, and supported less efficiently their student when trying to elaborate it. As a consequence, the importance of a specific training on inferences must be stressed.