Chafia MAZARI
This article offers an analysis of the French as a foreign language reading textbook intended for Algerian third‑year primary school pupils and highlights the methodological and pedagogical choices adopted in this material in order to assess their relevance and limitations for reading acquisition. The study notably reveals the limited emphasis placed on decoding, the priority given to oral and comprehension activities at the expense of systematic reading‑aloud exercises, as well as the lack of differentiated activities adapted to the varied learning rhythms of pupils. These findings underline the need to integrate more decoding‑reading exercises and to propose more diversified pedagogical approaches, with the aim of strengthening fluency, written comprehension, and learner autonomy within the Algerian school context.