There are numerous studies in the literature documenting the effectiveness of reading aloud in the cognitive, linguistic and emotional development of children from a very early age. Reading in fact emerges as a fundamental tool for the development of literacy, comprehension skills, reading and wri-ting, competences that are of extreme relevance within the individual school career. The mediation of reading aloud also enables young children to approach stories at an early age, thus training their comprehension skills, accessing texts at a higher linguistic level than those they could access through independent reading, and being able to listen to texts that are more interesting and engaging for them. For these and many other aspects, the practice of reading aloud is at the centre of current studies, as it represents a fundamental intervention in the promotion of an individual's overall educational success, and for this reason, school contexts are configured as fundamental learning environments for all. Ho-wever, as much as reading aloud plays a relevant role in the development of the aforementioned compe-tences, less evident is the 'how' to achieve these results, in which way this practice can best be applied. This work stems from these considerations and pursues the objective of identifying the attentions held and actions carried out by teachers during reading aloud. Starting from the data acquired in the logbooks and the categorised evidence from 22 semi-structured interviews, in which the experiences related to the practice of reading aloud by primary and secondary school teachers were collected, the aim is to understand the aspects that make the practice of reading aloud of better quality.
Cosa rende la lettura ad alta voce una pratica di qualità? La testimonianza di insegnanti eccellenti / Bertolini, Chiara; Toti, Giulia; D'Auria, Benedetta. - In: EFFETTI DI LETTURA. - ISSN 2785-7050. - 1:1(2022), pp. 35-54.