Shared Reading Aloud: A Transformative Device for the Construction of Personal and Collective Identities.

Abstract

Shared read-aloud is a pedagogical method that fosters interaction with stories, demonstrating its relevance in addressing educational challenges such as school drop-out rates and socio-economic inequalities. Developed to empower individuals, this approach has proven effective in various contexts, from education to social services. Initial experiments focused on elderly populations suffering from dementia, but recent research has expanded its application to secondary education, promoting equity and academic success. This article explores the role of shared read-aloud as a transformative practice for social cohesion and identity-building. The results of the PRIN project "Aloud!" highlight the impact of reading in secondary schools, suggesting improvements in cognitive and linguistic skills, particularly among disadvantaged students. Integrating shared read-aloud into social policy supports its role in fostering inclusion and community resilience. Future research should investigate the application of this method in socio-assistance contexts, offering new methodologies for professionals in the field. The growing need for innovative educational strategies in Italy necessitates a shift towards practices that not only enhance educational outcomes but also promote social justice and equity.