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Ensuring other students accept peers with disabilities is an essential part of providing an inclusive environment. We postulated that reading children's books featuring characters with disabilities can foster this acceptance by enabling students to understand and empathise with peers with disabilities. Indeed, readers' tendency to attribute emotions, beliefs, intentions and perceptions to characters helps them better appreciate characters' feelings, mental states and experiences. The present study analysed the impact that reading a children's book about a young boy with dyslexia had on children without dyslexia. We read <jats:italic>Les mots d'Enzo<\/jats:italic> to 25 fourth\u2010 and fifth\u2010grade students (13 girls and 12 boys) and then conducted semi\u2010structured interviews with each student. Reading <jats:italic>Les mots d'Enzo<\/jats:italic> taught participants a lot about dyslexia, the difficulties it causes, its consequences for children with dyslexia and the help these children need. In addition to gaining a relatively accurate understanding of dyslexia, participants grasped the story's moral, attributed emotions, beliefs and intentions to the character with dyslexia, appreciated how he felt, and showed empathy towards him. They were also capable of generalising these aspects to real students with dyslexia or other disorders.<\/jats:p>","DOI":"10.1002\/dys.1790","type":"journal-article","created":{"date-parts":[[2024,12,4]],"date-time":"2024-12-04T12:50:56Z","timestamp":1733316656000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Children's Books as a Tool for Raising Young Readers' Awareness of Dyslexia"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8896-1137","authenticated-orcid":false,"given":"Lemoine","family":"Lise","sequence":"first","affiliation":[{"name":"Universit\u00e9 de Rennes (LP3C: Laboratoire de Psychologie Cognition, Comportements, Communication\u2010EA 1285)  France"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Bonjour","family":"Emmanuelle","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Rennes (LP3C: Laboratoire de Psychologie Cognition, Comportements, Communication\u2010EA 1285)  France"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Schneider","family":"Beno\u00eet","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Lorraine (2LPN: Laboratoire Lorrain de Psychologie and Neurosciences de la Dynamique des Comportements\u2010EA 7489)  France"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Marec\u2010Breton","family":"Nathalie","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Rennes (LP3C: Laboratoire de Psychologie Cognition, Comportements, Communication\u2010EA 1285)  France"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2024,12,4]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1093\/braincomms\/fcaa173"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.351"},{"key":"e_1_2_9_4_1","first-page":"55","article-title":"Parent\u2010Child Shared Book Reading and Socio\u2010Emotional Development","volume":"2","author":"Aram D.","year":"2012","journal-title":"Italian Journal of Family Education"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/2332858417701682"},{"key":"e_1_2_9_6_1","unstructured":"Barrouillet P. 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