Reading aloud to prevent early school leaving and promote educational success

Abstract

Early school leaving in Italy is a challenge, often linked to socio-economic background. This study, conducted as part of the PRIN “Aloud!” project, examines the effectiveness of shared reading aloud in lower secondary school as a tool for educational equity. The quasi-experimental design involves over 1,000 students, divided into an experimental group (80 reading sessions conducted by teachers) and a control group (ordinary teaching). The measurements, carried out in three stages, investigated cognitive functions, oral text comprehension and social cognition. Statistically significant improvements were observed in the experimental group compared to the control group in all dimensions investigated, with effects tending to consolidate over time, suggesting that reading aloud may be a promising teaching strategy for enhancing fundamental skills and preventing school failure.

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