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RESUME. Cet article rend compte des resultats d’une enquete que nous avons menee par le biais d’un questionnaire aupres d’enseignants de la langue francaise du primaire. L’objectif etait de dresser l’etat des lieux de l’enseignement/apprentissage de la lecture orale et d’identifier les difficultes qui entravent la maitrise de cette competence a partir du point de vue des praticiens. Cette enquete qui a eu lieu au sein d’ecoles primaires publiques d’une province de l’oriental au Maroc nous a permis d’explorer la pratique enseignante de la lecture et d’evaluer les connaissances des enseignants relatives a la conscience phonologique qui constitue une composante fondamentale de cet apprentissage et l’un des meilleurs predicteurs de sa future reussite. Les donnees collectees indiquent que les enseignants sont insatisfaits des performances de leurs eleves en lecture et que ces derniers souffrent d’un deficit grave en dechiffrage. De plus, nous avons pu deduire que les strategies mises en œuvre par nos informateurs pour remedier a cette deficience ne sont que peu efficaces. Les connaissances de ces praticiens relatives au role important que joue le developpement de la conscience phonologique lors de l’apprentissage de la lecture sont tres limitees d’ou la necessite d’assurer des formations supplementaires a ce propos. Mots-cles  : conscience phonologique, difficultes de lecture, identification des mots ecrits, lecture, Maroc ABSTRACT. This article reports on the results of a survey that we conducted through a questionnaire with teachers of the French primary language. The aim was to take stock of the teaching / learning of oral reading and to identify the difficulties that hinder the mastery of this competence from the point of view of practitioners. This survey, which took place in public primary schools in an Eastern province in Morroco, allowed us to explore the teaching practice of reading and assess teachers' knowledge of phonological awareness as a component of this learning and one of the best predictors of future success. The data collected indicates that teachers are dissatisfied with the performance of their students in reading and that they suffer from a serious deficit in deciphering. In addition, we have been able to deduce that the strategies implemented by our informants to remedy this deficiency are only slightly effective. The knowledge of these practitioners about the important role played by the development of phonological awareness when learning to read is very limited, hence the need for additional training in this area. Keywords : phonological awareness, reading difficulties, identification of written words, reading, Morocco

Apprendre à lire en FLE : état des lieux dans une province du Maroc