Effetti di lettura / Effects of reading https://ojs.pensamultimedia.it/index.php/edl <p><strong>Effetti di Lettura / Effects of Reading</strong> è una rivista scientifica peer-reviewed open access semestrale che accoglie studi e ricerche su tematiche attinenti alla lettura e alla lettura ad alta voce. La rivista presenta un taglio multidisciplinare, interdisciplinare e transdisciplinare e si offre come spazio di dialogo per ricercatori e professionisti impegnati nello studio dei processi e delle pratiche legate alla lettura. Accoglie studi sperimentali, studi empirici, reviews, recensioni, rassegne, ricerche storiche e letterarie e anche studi teorici di rilievo che abbiano come focus la lettura e la lettura ad alta voce.</p> Pensa MultiMedia srl it-IT Effetti di lettura / Effects of reading 2785-7050 Indice https://ojs.pensamultimedia.it/index.php/edl/article/view/5712 <p>Indice</p> Technical Staff Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-07-11 2022-07-11 1 1 001 004 ‘Imparare dagli errori’. Linee di ricerca didattica sulla lettura-comprensione https://ojs.pensamultimedia.it/index.php/edl/article/view/5714 <p>The paper presents the author’s research path about teaching children to understand written texts. The original beginning of the research consists in the discovery of a number and variety of text com-prehension errors, found in empirical research, and designed some sprains in reading comprehension processes. Similar mistakes, and similar processes, especially making inferences, have been recognized in the understanding of iconic texts by children in preschool years. Starting from these findings, some didactic activities to foster comprehension have been designed and implemented: foremost an indi-vidualized interview about text was tested, and later collaborative methodologies have been also pos-itively tested. Among these, one is relating to the ability to solve textual difficulties, and a second one to improve reader's strategies. A particularly important result, and an implicit implication of such research, is the educational implication of the interview method for the timely assessment and eval-uation of comprehension. This experience confirmed the methodology of ‘thinking aloud by the reader’, realised through the interview, as an educational/didactic device for stimulating comprehen-sion because it is capable of making any reader active. Thinking aloud thus became a tool for stimu-lating and enhancing the capacity for self-correction, reasoning and checking comprehension. The last part of the research focuses on a second mode and a different approach to teaching comprehen-sion: the well-known Reciprocal Teaching.</p> Roberta Cardarello Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 005 016 10.7347/EdL-01-2022-01 Il soggetto lettore-scrittore: breve storia francese di un paradigma didattico contemporaneo https://ojs.pensamultimedia.it/index.php/edl/article/view/5715 <p>The contribution proposes an excursus on the development of models for analysing and commenting on literary texts, from the biographies of authors to those of a structuralist matrix such as linguistic, narratological or rhetorical figure-based models, up to the reflection on subjective reading that has determined a didactic perspective. Three more recent reception models are presented: the historical-aesthetic model, concerned with the different readers who subsequently actualise works; the semi-ological model, which emphasises the textual palimpsest (model reader) that everyone must respect; and finally the model developed by Michel Picard, focused on ‘the real reader’. The latter approach utilises game theories and Freudian psychoanalysis and places the experience of reading literary texts under the sign of the plurality of instances: the 'reader' who remains present to the world he perceives at the edge of the book space or through the sounds and scents that reach him from the outside world; the 'reader' who allows himself to be drawn into his memories and fantasies by the represen-tations and forms of the texts; and the 'reader' who enacts a diversified reflection. The focus of the contribution, however, is on the rise of the subject-reader paradigm, of which not only a comprehensive review is provided, but also experiences, trends, research and limitations. This orientation recognises the primary role in literary analysis of the 'empirical reader', who becomes a true teaching paradigm, a new way of conceiving the teaching of literature.</p> Jean-François Massol Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 017 029 10.7347/EdL-01-2022-02 Leggere: la tua strada verso te stesso https://ojs.pensamultimedia.it/index.php/edl/article/view/5716 <p>Many readers of literature are convinced that engagement with it provides insight into the human condition, as well as helping them to become better people. This conviction turns out to be more controversial than it appears, and arguments as well as experimental studies have been marshalled supporting both sides of the debate. That debate has however focused on literature’s capacity to pro-vide knowledge of the world around us. Recent developments in Philosophy have instead highlighted distinctive features of understanding in contrast to knowledge, and in this essay I argue that a ne-glected aspect of literature’s epistemic power is its ability to provide understanding, and in particular self-understanding as we reflect on our reactions to the narratives that make up the core of our enga-gement with literature.</p> Mitchell Green Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 030 034 10.7347/EdL-01-2022-03 Cosa rende la lettura ad alta voce una pratica di qualità? La testimonianza di insegnanti eccellenti https://ojs.pensamultimedia.it/index.php/edl/article/view/5717 <p>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.</p> Chiara Bertolini Giulia Toti Benedetta D'Autilia Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 035 054 10.7347/EdL-01-2022-04 Benefici percepiti della lettura ad alta voce in età prescolare: analisi di uno strumento di monitoraggio per la fascia d’età 0-6 https://ojs.pensamultimedia.it/index.php/edl/article/view/5718 <p>In an extremely complex framework such as the Italian education system, which moves between innovative impulses and a tendency towards conservation, emerges the need to promote teaching practices that make it possible to increase literacy levels from early childhood. This study fits into this panorama, within the broader context of ‘Leggere: Forte! Ad alta voce fa crescere l’intelligenza’, an educational policy promoted by the Tuscany Region in collaboration with the University of Perugia. The purpose of this study is to investigate what emerged from the subjective perceptions of educators and teachers who joined the action-research project, systematically and intensively reading aloud to chil-dren aged 0-6 in various educational services, through the analysis of a monitoring tool: an ongoing semi-structured diary. This study also aims to understand whether the subjective perceptions of educators provide support to the evidence in the literature on the positive effects of reading aloud in the development of pre-school children. The diaries compiled by educators provided important insights with respect to the improvement of different dimensions perceived as related to the practice of reading aloud: cognitive, emotive-relational, linguistic and interest. Finally, limitations, implications and and future prospects of the present study will be discussed.</p> Daniela Robasto Aurora Castellani Giulia Barbisoni Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 055 075 10.7347/EdL-01-2022-05 Lettura ad alta voce per affrontare la doppia disuguaglianza https://ojs.pensamultimedia.it/index.php/edl/article/view/5719 <p>The paper presents one exploratory single case study (Yin, 2018) involving the implementation of the Reading Aloud method in the Porta Palazzo district of the Turin municipality in North-West Italy. In general, formal education tests show ‘migrant’ pupils scoring worse than ‘natives’ in reading in most countries; this implies a double inequality that is particularly evident in Western European, Nordic, and North American countries where ‘migrant’ students in most countries have to deal with extra difficulties in both reading and subjective wellbeing (Wang, 2021). Through logbook analysis, specific attention is given to teachers observation of the effects of reading aloud practice and to ways to address reading test performance for Italian pupils with a migrant background that have shown to be significantly and consistently lower when compared with ‘native’ pupils. The narrative analysis of the teachers logbook observations provides evidence that reading aloud at school has a positive impact upon those children who are coming from families that are not used to read aloud to their children.</p> Alessio Surian Vanessa Candela Maria Assunta Rutigliano Copyright (c) 2022 Effetti di lettura / Effects of reading https://creativecommons.org/licenses/by-nc/4.0 2022-06-30 2022-06-30 1 1 076 093 10.7347/EdL-01-2022-06