Through the presentation of an initial version of a computer-aided system for the learning of reading, SIAAL, we show how new perspectives on this task are opened up by considering it collaboratively from the point of view of aspects of cognitive science, AI and new information technologies. For a number of reasons, the stage of learning chosen corresponds to the very early experiences in the classroom. SIAAL1 plays the role of a multi-expert coach who helps the student with the learning task by managing the multiple knowledge resources in a collaborative way. These knowledge resources are viewed as projections of those that could be used by the teacher. Representations of pedagogical situations are built from every interaction with the learner. They are used to update the learner model, and, with different psycho-pedagogic factors taken into account, for guiding the conduct of a session.
