This dissertation focuses on a type of reading still not widely theorised but very much used in the first degree: the so-called "offered" reading. The teacher makes a gift to his students, that of reading aloud for them. This work aims at evaluating the importance of the proposed didactic approach to this type of reading. Is it fundamental in helping the pupil to build his or her identity as a subject reader? Can it lead them to want to read more? An experiment based on this type of reading has been carried out, a systematic support has been implemented, and the results are encouraging: the pupils are receptive and implicated.