Abstract

The doctoral study presented in this article is based on a double theoretical framework. On the one hand, it defines textual comprehension as an interpretative path of the readers around the construction of the meaning of a text which is a detective story entitled L’indien de la Tour Eiffel (Bernard & Roca, 2004). On the other hand, it studies a particular kind of assessment that integrates, without temporal rupture, into the students' learning activities about this story. This assessment is conceptualized in terms of "situated interactive regulation-assessment" which, combined with guided participation, is intended to support 8H students (aged 11-12 years) self-regulation. The study concerns the first lesson of a teaching sequence around the picture book mentioned. The lesson is given by a teacher from the canton of Geneva in Switzerland. It aims to support the students' entry into the story, more specifically through six tasks set by the teacher. The results present five structures of guided participation that characterize the dialogical processes of interactive regulation-assessment, more specifically the teacher's interventions with the students and the collective interactions with the whole class on these six tasks.