Aloud! Against early school leaving
Effetti equitativi della lettura ad alta voce condivisa nelle scuole secondarie di primo grado
| dc.contributor.editor | Batini, Federico | |
| dc.contributor.editor | Corsini, Cristiano | |
| dc.date.accessioned | 2026-01-08T08:53:22Z | |
| dc.date.available | 2026-01-08T08:53:22Z | |
| dc.date.issued | 2025 | |
| dc.identifier | ONIX_20260108T094859_9788835185253_7 | |
| dc.identifier.uri | https://library.oapen.org/handle/20.500.12657/109673 | |
| dc.language | Italian | |
| dc.relation.ispartofseries | Storie per le persone e le comunità | |
| dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy | |
| dc.subject.classification | thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education | |
| dc.subject.other | prin2022, shared reading aloud, school leaving prevention, middle school, learning opportunities | |
| dc.title | Aloud! Against early school leaving | |
| dc.title.alternative | Effetti equitativi della lettura ad alta voce condivisa nelle scuole secondarie di primo grado | |
| dc.type | book | |
| oapen.abstract.otherlanguage | This volume presents the findings of PRIN Aloud!, an empirical research project carried out in and with schools, designed to investigate the effects of shared read-aloud practices in lower secondary education. Using a mixed-methods design—combining an ecological and quasi-experimental quantitative component—the study involved hundreds of teachers and students across three Italian regions, integrating quantitative and qualitative data while giving voice to the participants themselves. The aim was to determine whether a regular educational practice based on the shared read-aloud method—consisting of 80 classroom sessions in which teachers read works of fiction, followed by open discussion—could influence students’ cognitive, linguistic, and socio-relational abilities, thereby contributing to the prevention of early school leaving. The results reveal a significant and coherent impact: groups that implemented the protocol with high fidelity, improvements were observed in executive and attentional processes, in oral comprehension, and in socio-cognitive functioning, accompanied by positive developments in classroom climate and educational well-being. Aloud! demonstrates that a daily, sustainable, research-informed intervention—embedded within the curriculum, enacted by teachers, supported solely by stories and by substantial training and guidance—can serve as a genuine tool for equity and for democratic innovation in teaching practice. The project also highlighted an indirect effect of sustained use of the method: it succeeded in “shifting” the entire didactic action toward a pedagogy of listening, relationship-building, and shared growth for all students. | |
| oapen.relation.isPublishedBy | e2ddfb5e-9202-4851-8afe-1e09b020b018 | |
| oapen.relation.isbn | 9788835185253 | |
| oapen.pages | 192 | |
| oapen.place.publication | Milan, Italy | |
| oapen.remark.public | Funded by: Progetto PRIN 2022: “Read Aloud to prevent early school leaving and promote equity of learning opportunities”, COD: 2022HH4XNP; CUP: J53D23011380006. PI: Prof. Federico Batini; RU: Prof. Cristiano Corsini. Project funded by the European Union – Next Generation EU, within the framework of the PRIN 2022 Aloud! Reading aloud to stop the decline of reading literacy in the secondary schools (middle school). Read aloud to prevent early school leaving and promote equity of learning opportunities. A contribution from educational research to the rebirth and resilience of the country. |
