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Demander à de jeunes enfants d'écrire un énoncé qui n'a pas fait l'objet d'un enseignement préalable, c'est les placer dans une situation où ils n'ont d'autre choix que de produire un graphisme à partir de ce qu'ils pensent être l'écriture et d'utiliser les connaissances dont ils disposent. Ce sont les productions réalisées dans cette situation que l'on appelle écriture inventée. On présente dans ce texte les recherches sur cette situation et relatives à l'acquisition portant sur des enfants francophones, en examinant les apports et les limites de la conception constructiviste, pour en venir enfin aux travaux réalisés dans une perspective socioconstructiviste. Mots-clé : écriture inventée, constructivisme, Emilia Ferreiro, socioconstructivisme

Two experiments were conducted to see if teaching poor readers to use inner speech could improve their reading and writing. In the first experiment, there were 8 third grade children, 4 in the experimental group and 4 in the control one, matched from a pre-test of reading. In the experimental group, the children were trained to use inner speech in 27 tasks, from explicit self-speech of the adult and of the child to implicit self-speech by the child alone. The results show significant differences between the two groups in the post-test of reading. In the second experiment, there were 6 students in second grade, 3 in the experimental group and 3 in the control one. In the experimental group, the children were trained to use inner speech in 18 tasks: 6 cognitive tasks that do not requireshort term memoryas in thefirst experiment, 6 reading tasks, 6 writing tasks. In the experimental group, the children were trained to use self-speech to process the tasks whereas, in the control group, the adult's help was mostly visual. The results were that the experimental group succeeded significantly better in the post-tests of reading and writing.Research on psychogenesis of literacy (Ferreiro & Palacio-Gomez, 1988;Fijalkow J., 1989;Fijalkow & Fijalkow E., 1992) shows that, in the beginning, children look at written language as an object just as they look at other objects in the surrounding world. He/she memorizes, for example, the shape of the words, their length, the shape of some letters, the first in the word specifically. To identify a written form, he/she recognizes it visually. When he/she begins to write ("invented spelling"), he/she proceeds in the same way : letters are treated as if they were objects. Words and letters are written in this period by putting a letter after another letter so his written product looks like a written text. In time these written forms are linked to a personal meaning, a meaning related to some characteristic or attribute of the referred object. These graphical representations have a symbolic value, as a feather is an Indian or a hat is a cowboy. "Milk" is a very long word because there is much milk in the bowl. During all this time, even if he/she learnt letters, and is able to recognize or to spell them, he/she uses them as if they were common objects.

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