SHARED READING ALOUD

This chapter offers a comprehensive review of studies on reading aloud (RA), with a focus on the developmental benefits for young people aged 5-18. It outlines practices where educators, typically within the school system, engage in regular reading sessions with students, encouraging them to articulate their perspectives. The implications of RA for personal growth, community engagement, and scholarly research are emphasized. International studies and practical research reveal the potentially transformative role of RA in the educational journey, enhancing linguistic development and comprehension capabilities, such as vocabulary expansion, verbal understanding, and reading proficiency. The practice of RA arguably extends its influence to emotional facets (like emotional intelligence and theory of mind), cognitive functions (including memory, focus, strategic planning, and problem-solving), and social skills (such as empathy and prosocial conduct). This chapter specifically addresses the collective aspect of RA within interactive reading frameworks. It highlights contemporary research that delves into the outcomes of consistent and structured read-aloud sessions in environments where participants can collaboratively evaluate, reflect, and share thoughts, concepts, and anticipations. Additionally, the text discusses various internationally recognized approaches to RA and pays particular attention to a method formalized in Italy. This approach to read aloud places students at the forefront as active listeners, and emphasizes the significant role of educators in leading the reading initiative and managing interactive exchanges.