Cette recherche vise à vérifier l’impact d’une approche intégrée du langage écrit qui implique le recours à la littérature jeunesse autour d’un thème unificateur (le loup). Au total, 93 sujets, répartis dans cinq classes de première année du primaire, ont été évalués en lecture (décodage et compréhension) et en écriture (orthographe et production de texte) lors d’un prétest et d’un post-test. Toutes les enseignantes du groupe expérimental (3 classes) ont adopté pour une période de dix semaines l’approche intégrée, les autres enseignantes (2 classes) ont utilisé des manuels. Nos résultats montrent l’intérêt d’adopter une telle approche lors de l’entrée dans la scolarisation, et ce, même pour les élèves à risque de vivre des difficultés avec la langue écrite.This study aimed to verify the impact of an integrated approach to written language that involves relying on young people's literature centred on a unifying theme, the wolf. Altogether, 93 subjects, distributed in five grade one classes, were assessed for reading skills (decoding and comprehension) and writing skills (spelling and text production) with a pre-test and a post-test. All the teachers in the study group (consisting of three classes) adopted the integrated approach for six weeks, and the other teachers (two classes) used textbooks. Our findings reveal the value of adopting this approach at the point when children begin their schooling, even for pupils at risk of experiencing difficulties with written language

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This article examines the impact of an approach centred on children's literature. The study was conducted with 12 kindergarten and primary school teachers who used this approach over a ten-week period for teaching French. The examination is based on semi-structured interviews with these teachers after the project was completed. The analysis of these interviews enabled us to evaluate the impact of an innovative approach to French-language writing on these teachers' practices and stated representations. In general, the qualitative content analysis of the inter views revealed that this approach had a favourable impact on the majority of these teachers'' teaching practices and representations with regard to writing teaching. The analysis also drew out individual differences with regard to this approach''s impact.