Description: The paper will present part of a research dedicate to learning and teaching reading at primary level, by observations made on space arrangements in the classroom, material and posters exposed on the walls of the classroom.It will introduce a reflection about this fact that since the 17th century some material and methods still are used to made knowledge accessible and support didactic actions as showing correspondences between graphics and phonetics signs to young learners in the primary school level or organizing class environment in the way of making learning more easy and attractive . Abstract: The paper will present part of a research dedicate to learning and teaching in a primary classroom. Reading has been one part of knowledge that have focus so much attention since the early time when it was a privilege to go to school. So reading at primary level will be chosen here to introduce a reflection about this fact that since the 17th century some material and methods still are used to made knowledge accessible. It will be shown how didactic actions as showing correspondences between graphics and phonetics signs to young learners in the primary school level or organizing class environment are contributing to make learning more easy and attractive .This research has been realised using complementary methods: by observations made on space arrangements in the classroom, material and posters exposed on the walls of the classroom. But it is important to underline the place taken by enquiries realised by visits and observations in 80 classrooms in the primary level, in Hainaut, Belgium. The method for observation will retain five points of view chosen in relation with a dynamic called : "La mise en scène des savoirs", including material arrangements, places, background, movements and actors. The use of photos to support the observations and discussions with the teachers after the visits have contributed to complete analysis and comments.Since the 17 th century, teacher action and space arrangements appear two interesting keys in the fields of learning and teaching reading. A special concept: the acting-teacher ( le maître-actant) is used to recognize a didactic and pedagogic management used by a teacher who doesn't fear to make more or different of what legal text require, to transform knowledge and made it accessible to each learner. Methodology: Enquiry by visits and observations in 80 classrooms in the primary level, in Hainaut, Belgium.Use of photos to support the observations and discussions with the teachers after the visits. Conclusions: Since the 17TH century, teacher action and space arrangements appear two interesting keys in the fields of learning and teaching reading. A special concept: the acting-teacher ( le maître-actant) is used to recognize a didactic and pedagogic management used by a teacher who doesn't fear to make more or different of what legal text require, to transform knowledge and made it accessible to each learner.