La lettura ad alta voce nelle scuole primarie: analisi dei risultati di un progetto di ricerca-azione attraverso lo strumento del diario di bordo

Giulia Toti; Vanessa Candela; Eleonora Pera; Federico Batini

doi:10.6092/issn.1970-2221/15652

Authors

Giulia Toti Perugia University

She is a psychotherapist in training, she is the coordinator of the Leggere: Forte! project for the Chair of Experimental Pedagogy at the University of Perugia.
Vanessa Candela Perugia University

She is an expert psychologist in Neuroscience and Neuropsychological Rehabilitation. Psychotherapist in training at the Institute of Expressive Gestalt Psychotherapy. Collaborates as a research fellow for the Chair of Experimental Pedagogy at the University of Perugia. She is a lecturer at the university masters programs Vocologia Artistica and Vocologia Clinica (University of Bologna), a master's program on Inclusive Music Didactics and a master's program on Gifted Special Pedagogy (LUMSA University).
Eleonora Pera Perugia University

Psychotherapist in training at the Scuola Bolognese di Psicoterapia Cognitiva. She collaborates as a research fellow for the Chair of Experimental Pedagogy at the University of Perugia for the project Leggere: Forte.
Federico Batini Perugia University

Associate professor of Experimental Pedagogy, Research Methodology and Methods and Techniques of School Evaluation at the University of Perugia. He is scientific director of numerous projects including Leggere: forte! (Tuscany Region, University of Perugia, CEPELL, Indire, USR Tuscany, LaAV); Leggimi ancora (Giunti scuola), Lettrici e lettori forti (University of Perugia, Cariparma Foundation, Nausika Association), Ad Alta voce porta Palazzo. He is founder of Pratika, Nausika and LaAV (Letture ad Alta Voce) association.

DOI:

https://doi.org/10.6092/issn.1970-2221/15652

Keywords:

reading aloud, Reading: so Cool!, educational policy, primary school, logbook

Abstract

The article presents a study on the perceptions of primary school teachers regarding the effects of reading aloud training conducted in their classrooms, thanks to the research-action project "Reading:so cool!" in the Region of Tuscany (Italy). The study involved 77 Tuscan municipalities, 121 Comprehensive Institution, 244 classes, for a total of 425 teachers. The teachers' perceptions were collected and analyzed thanks to a tool integrated in the method: the logbook, a semi-structured data collection tool, filled in daily and sent weekly by the teachers. The analysis of the diaries highlighted the positive impact of systematic reading aloud practice on primary school children (benefits on a cognitive, emotional, learning ability and well-being level) and the importance of monitoring the processes through a reflective-narrative tool.

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Reading aloud in primary school: Analysis of the results of an action-research project through the tool of the logbook

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