Abstract

This article examines the teaching of comprehension and interpretation processes within the context of a didactic sequence centered on the children’s album L’Indien de la tour Eiffel. This detective story was taught in a Swiss Romandy 8th HarmoS class, comprising students aged 11 to 12. In this study, we draw on a literature review to analyze the concepts of indexical and intriguing reading (Dubois, 1984 ; Baroni, 2017), derived from didactics and narratology, with the aim of establishing a foundation for a future didactic model. Our study underscores the significance of situated interactive regulationassessment in facilitating students' comprehension and interpretation, while associating these practices with the distinctive attributes of the textual genre under consideration. From this perspective, we endeavor to elucidate the interconnections between comprehension, interpretation, and pedagogical gestures — such as the tissage gesture — that contribute to the collective construction of meaning surrounding the narrative under study.