Parole che accolgono: lettura ad alta voce e pratiche inclusive nell’educazione. Ricerca, revisione e mappatura della letteratura internazionale
DOI:
https://doi.org/10.7347/EdL-01-2025-06Parole chiave:
inclusione, accessibilità, tecnologie educative, rappresentazione, giustizia educativaAbstract
Questo articolo presenta una revisione sistematica e una mappatura della letteratura internazionale sulle pratiche di lettura ad alta voce come strategia educativa inclusiva.
Il documento, fondato su un corpus di studi sottoposti a revisione paritaria pubblicati tra il 1997 e il 2025, esamina approcci, strumenti, gruppi target e contesti educativi, con un'attenzione particolare rivolta ai temi dell'accessibilità, della rappresentazione e della partecipazione.
I risultati dello studio evidenziano tre principali aree di impatto: lo sviluppo linguistico e cognitivo, la costruzione di relazioni affettive e il miglioramento dell'inclusione attraverso tecnologie assistive e progettazione partecipativa. Tuttavia, emergono anche alcune criticità, tra cui la scarsità di studi longitudinali, la marginalizzazione delle lingue non dominanti e l’assenza di prospettive intersezionali. Alla luce di tali evidenze, l’articolo propone di ripensare la lettura ad alta voce come strumento pedagogico trasformativo, capace di valorizzare la pluralità delle voci e di contribuire alla giustizia educativa. Il lavoro si conclude con alcune indicazioni per future linee di ricerca e implicazioni per la pratica didattica.
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Copyright (c) 2025 Sabrina Lucilla Barone
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