S. M. Adlof, C. A. Perfetti, and W. Catts, Developmental Changes in Reading Comprehension: Implications for Assessment and Instruction, What research has to say about reading instruction, pp.186-214, 2011.
DOI : 10.1598/0829.08

J. E. Adrian, R. A. Clemente, and L. Villanueva, Mothers? Use of Cognitive State Verbs in Picture-Book Reading and the Development of Children?s Understanding of Mind: A Longitudinal Study, Child Development, vol.5, issue.4, pp.1052-1067, 2007.
DOI : 10.1016/0010-0277(83)90004-5

J. E. Adrian, R. A. Clemente, L. Villanueva, and C. Rieffe, Parent???child picture-book reading, mothers' mental state language and children's theory of mind, Journal of Child Language, vol.32, issue.03, pp.673-686, 2005.
DOI : 10.1017/S0305000905006963

R. C. Anderson and W. E. Nagy, The vocabulary conundrum. The American Educator, pp.44-47, 1992.

M. Appleton and V. Reddy, Teaching Three Year-Olds to Pass False Belief Tests: A Conversational Approach, Social Development, vol.65, issue.3, pp.275-291, 1996.
DOI : 10.1016/0010-0277(88)90021-2

A. Archer and M. Gleason, Skills for school success : teacher guide book 6, 2002.
DOI : 10.1177/105345129603200208

S. K. Baker, D. C. Simmons, and E. J. Kame-'enui, Vocabulary Acquisition : synthesis of the research, 1995.

I. L. Beck, C. A. Perfetti, and M. G. Mckeown, Effects of long-term vocabulary instruction on lexical access and reading comprehension., Journal of Educational Psychology, vol.74, issue.4, pp.506-521, 1982.
DOI : 10.1037/0022-0663.74.4.506

I. Beck, M. G. Mckeown, L. P. Kucan, and M. Cerf, Bringing words to life: Robust vocabulary development Formes et enjeux de l'analyse de l'activité pour la conception des systèmes de travail, 2002.

M. Berenhaus, J. Oakhill, and J. Rusted, When kids act out: a comparison of embodied methods to improve children's memory for a story, Journal of Research in Reading, vol.2, issue.6, pp.331-343, 2015.
DOI : 10.1002/acp.2350020105

M. Bianco, Lire pour apprendre et comprendre : quoi de neuf ? Rapport pour la préparation de la conférence de consensus sur la lecture, 2016.

N. Blanc, Lecture et habiletés de compréhension chez l'enfant, 2010.

E. G. Brabham and C. Lynch-brown, Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades., Journal of Educational Psychology, vol.94, issue.3, pp.465-473, 2002.
DOI : 10.1037/0022-0663.94.3.465

S. Cèbe and R. Goigoux, Minimus Lector & Minima Lectrix : apprendre à comprendre les textes narratifs à l'école maternelle

S. Cèbe, M. Perez-bacqué, A. Raguideau, and R. Goigoux, Lector & Lectrix-Collège, La Recherche Design en Éducation : vers une nouvelle approche ? Frantice.net, pp.5-16, 2011.

A. Collins, Toward a Design Science of Education, New directions in educational technology, pp.15-22, 1992.
DOI : 10.1007/978-3-642-77750-9_2

A. E. Cook, J. E. Limber, and E. J. O-'brien, Situation-Based Context and the Availability of Predictive Inferences, Journal of Memory and Language, vol.44, issue.2, pp.220-234, 2001.
DOI : 10.1006/jmla.2000.2744

R. Corrigan, Effects of pre-service teachers??? receptive vocabulary knowledge on their interactive read-alouds with elementary school students, Reading and Writing, vol.123, issue.5, pp.749-771, 2011.
DOI : 10.1037/0033-2909.123.2.162

D. Koning, B. B. Van-der-schoot, and M. , Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension, Educational Psychology Review, vol.13, issue.2, pp.261-287, 2013.
DOI : 10.1111/1467-9280.00430

M. Deleau, Le développement de la « théorie de l'esprit », Psychologie du développement et de l'éducation, pp.87-116, 2007.

N. Duke and P. D. Pearson, Effective practices for developing reading comprehension What research has to say about reading instruction, pp.205-242, 2002.

J. Dumortier and M. Dispy, Aider les jeunes élèves à comprendre et à dire ce qu'ils ont compris. Le récit de fiction, 2006.

J. Dunn, J. Brown, and L. Beardsall, Family talk about feeling states and children's later understanding of others' emotions., Developmental Psychology, vol.27, issue.3, pp.448-455, 1991.
DOI : 10.1037/0012-1649.27.3.448

J. R. Dyer, M. Shatz, and H. M. Wellman, Young children's storybooks as a source of mental state information, Cognitive Development, vol.15, issue.1, pp.17-37, 2000.
DOI : 10.1016/S0885-2014(00)00017-4

D. W. Emery, Helping readers comprehend stories from the characters' perspective. The Reading Teacher, pp.534-541, 1996.

K. Feldman and K. Kinsella, Narrowing the language gap: the case of explicit vocabulary instruction, 2005.

R. G. Fukkink and K. De-glopper, Effects of Instruction in Deriving Word Meaning from Context: A Meta-Analysis, Review of Educational Research, vol.68, issue.4, pp.450-469, 1998.
DOI : 10.3102/00346543068004450

E. Gentaz, Évaluation scientifique des effets d'entraînements cognitifs destinés à favoriser l'apprentissage de la lecture chez des enfants âgés de 6-7 ans scolarisés en REP. Descriptif général de l'opération de recherche appliquée : « Expérimentation lecture », 2010.

G. Goigoux and S. Cèbe, Lectorino & Lectorinette Apprendre à comprendre les txs narratives, 2013.

R. Goigoux and S. Cèbe, Un autre rapport entre recherche, pratique et formation. Les instruments didactiques comme vecteur de transformation des pratiques des enseignants. REF Nantes, p.936348, 2009.
URL : https://hal.archives-ouvertes.fr/halshs-00936348

A. C. Graesser, M. Singer, and T. Trabasso, Constructing inferences during narrative text comprehension., Psychological Review, vol.101, issue.3, pp.371-395, 1994.
DOI : 10.1037/0033-295X.101.3.371

M. F. Graves, The vocabulary book : learning and instruction, 2006.
DOI : 10.2307/1167219

B. K. Hamre, R. C. Pianta, M. Burchinal, S. Field, J. Locasale-crouch et al., A Course on Effective Teacher-Child Interactions, American Educational Research Journal, vol.49, issue.1, pp.88-123, 2012.
DOI : 10.3102/0002831211434596

URL : http://libres.uncg.edu/ir/uncg/f/C_Scott-Little_Course_2012.pdf

P. Kendeou and P. Van-den-broek, The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts, Memory & Cognition, vol.21, issue.7, pp.1567-1577, 2007.
DOI : 10.1080/01638539609544960

D. C. Kidd and E. Castano, Reading Literary Fiction Improves Theory of Mind, Science, vol.87, issue.5, pp.377-380, 2013.
DOI : 10.1037/0021-9010.87.5.963

Y. S. Kim, Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children, Journal of Experimental Child Psychology, vol.141, pp.101-120, 2016.
DOI : 10.1016/j.jecp.2015.08.003

Y. S. Kim and B. Phillips, Cognitive Correlates of Listening Comprehension, Reading Research Quarterly, vol.44, issue.1, pp.269-281, 2014.
DOI : 10.1002/dev.10152

URL : http://onlinelibrary.wiley.com/doi/10.1002/rrq.74/pdf

W. Kintsch, The role of knowledge in discourse comprehension: A construction-integration model., Psychological Review, vol.95, issue.2, pp.163-182, 1988.
DOI : 10.1037/0033-295X.95.2.163

H. B. Lane and S. Allen, The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth, The Reading Teacher, vol.82, issue.2, pp.362-370, 2010.
DOI : 10.1044/jshr.3505.1040

L. Normand, M. T. Parisse, C. Cohen, and H. , Lexical diversity and productivity in French preschoolers: developmental, gender and sociocultural factors, Clinical Linguistics & Phonetics, vol.5, issue.5, pp.47-58, 2008.
DOI : 10.1044/jshr.3806.1349

S. Lecce, F. Bianco, R. T. Devine, C. Hughes, and R. Banerjee, Promoting theory of mind during middle childhood: A training program, Journal of Experimental Child Psychology, vol.126, pp.52-67, 2014.
DOI : 10.1016/j.jecp.2014.03.002

C. Martinet, S. Cèbe, G. Pelgrims, R. J. Marzano, D. J. Pickering et al., Scriptum, un outil pour apprendre à écrire : copier et orthographier Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement, Association for Supervision and Curriculum Development, 2001.

M. Kenney, S. Reeves, and T. C. , Educational design research, Handbook of research on educational communications and technology, pp.131-140, 2014.

M. G. Mc-keown and I. L. Beck, Direct and rich vocabulary instruction (éds.) Vocabulary instruction, pp.13-27, 2004.

. Ministère, Éducation nationale (2015) L'état de l'École 2015. Coûts, activités, résultats. Statistiques, n° 25

W. E. Nagy, R. C. Anderson, and P. Herman, Learning Word Meanings From Context During Normal Reading, American Educational Research Journal, vol.24, issue.2, 1987.
DOI : 10.3102/00028312024002237

W. E. Nagy, P. A. Herman, and R. C. Anderson, Learning Words from Context, Reading Research Quarterly, vol.20, issue.2, pp.233-253, 1985.
DOI : 10.2307/747758

K. Nation, Reading comprehension and vocabulary Beyond decoding. The behavioral and biological foundations of reading comprehension, pp.176-194, 2009.

K. M. Newman, D. K. Dickinson, K. Hirsh-pasek, and R. Michnick-golinkoff, Using Play to Promote Language Comprehension in Preschoolers, Developing Early Comprehension : Laying the Foundation for Reading Success, pp.35-52, 2015.

H. Noice and T. Noice, What Studies of Actors and Acting Can Tell Us About Memory and Cognitive Functioning, Current Directions in Psychological Science, vol.9, issue.1, pp.14-18, 2006.
DOI : 10.1111/1467-8721.01236

J. V. Oakhill and K. Cain, Introduction to comprehension development, Comprehension problems in oral et written language, pp.3-40, 2007.

J. V. Oakhill, K. Cain, and P. E. Bryant, The dissociation of word reading and text comprehension: Evidence from component skills, Language and Cognitive Processes, vol.18, issue.4, pp.443-468, 2003.
DOI : 10.1080/01690960344000008

V. Ornaghi, J. Brockmeier, and I. Grazzani, Enhancing social cognition by training children in emotion understanding: A primary school study, Journal of Experimental Child Psychology, vol.119, pp.26-39, 2014.
DOI : 10.1016/j.jecp.2013.10.005

S. G. Paris, B. K. Lindauer, and G. L. Cox, The Development of Inferential Comprehension, Child Development, vol.48, issue.4, pp.1728-1733, 1977.
DOI : 10.2307/1128546

P. C. Pullen, E. D. Tuckwiller, T. R. Konold, K. L. Maynard, and M. D. Coyne, A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability, Learning Disabilities Research & Practice, vol.86, issue.1, pp.110-123, 2010.
DOI : 10.3102/00346543056001072

P. Rabardel and P. Pastré, Modèles du sujet pour la conception : dialectiques, activités, développement, 2005.

D. S. Rose, M. Parks, K. Androes, and S. D. Mcmahon, Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques, The Journal of Educational Research, vol.32, issue.1, pp.55-63, 2000.
DOI : 10.1016/S0022-5371(79)90481-X

J. Rosenthal and L. C. Ehri, Pronouncing new words aloud during the silent reading of text enhances fifth graders??? memory for vocabulary words and their spellings, Reading and Writing, vol.24, issue.2, pp.921-950, 2011.
DOI : 10.1080/02702710390227378

M. A. Sabbagh and M. A. Callanan, Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent???child conversations., Developmental Psychology, vol.34, issue.3, pp.491-502, 1998.
DOI : 10.1037/0012-1649.34.3.491

T. Shanahan, K. Callison, C. Carriere, N. K. Duke, P. D. Pearson et al., Improving reading comprehension in kindergarten through 3 rd grade : a practice guide, 2010.

D. Washington, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education

S. A. Stahl and M. M. Fairbanks, The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Review of Educational Research, vol.56, issue.1, pp.72-110, 1986.
DOI : 10.3102/00346543056001072

S. A. Stahl, How Words Are Learned Incrementally Over, American Educator, vol.22, pp.18-19, 2003.

M. S. Swanborn and K. De-glopper, Incidental word learning while reading. A meta-analysis. Rewiew of educational research, pp.261-286, 1999.
DOI : 10.2307/1170540

P. W. Van-den-broek, Discovering the cement of the universe: The development of event comprehension from childhood to adulthood Developmental spans in event comprehension and representation : bridging fictional and actual events, pp.321-342, 1997.

A. Van-kleeck, The Academic Talk Register: A Critical Preschool Oral Language Foundation for Later Reading Comprehension Developing Early Comprehension : laying the Foundation for Reading Success, pp.53-76, 2015.

B. A. Wasik and M. A. Bond, Beyond the pages of a book: Interactive book reading in preschool classrooms, Journal of Educational Psychology, vol.93, pp.43-50, 2001.

O. Weulersse and R. Et-dautremer, Nassredine et son âne, 2007.

T. G. White, J. Sowell, and A. Yanagihara, Teaching elementary students to use word-part clues. The Reading Teacher, pp.302-308, 1989.

D. Willingham, The usefulness of brief instruction in reading comprehension strategies, American Educator, vol.2, pp.39-50, 2006.

J. C. Wise, R. A. Sevcik, R. D. Morris, M. W. Lovett, and M. Wolf, The Relationship Among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children With Reading Disabilities, Journal of Speech Language and Hearing Research, vol.50, issue.4, pp.1093-1109, 2007.
DOI : 10.1044/1092-4388(2007/076)

J. Zibulsky and A. E. Cunningham, How Parents and Teachers Bridge the Gap Between Listening and Reading Comprehension Developing Early Comprehension : Laying the Foundation for Reading Success, pp.215-232, 2015.