This contribution examines the effects of shared reading aloud on the development of selected cognitive and socio-emotional dimensions among lower secondary school students, with particular reference to memory, theory of mind, and mentalization processes. The study was conducted within the PRIN project Aloud! Reading aloud to stop the decline of reading literacy in the secondary schools (middle school) and adopted a quasi-experimental design involving 160 first- and second-year students from six comprehensive schools in the province of Parma, divided into an experimental and a control group. Data were collected at three time points using standardized measures and were complemented by the analysis of teachers’ logbooks. Results indicate a positive effect of the intervention on memory and theory of mind, whereas improvements in mentalization did not reach statistical significance. Teachers’ perceptions also highlighted benefits in attention, vocabulary development, participation, and socio-emotional dimensions, including classroom climate and teacher–student relationships. Overall, the findings support the potential of shared reading aloud as an educational practice capable of jointly fostering cognitive and socio-emotional development in school contexts.
Lettura ad alta voce condivisa: effetti su memoria, teoria della mente, processi di mentalizzazione e benefici socio-emotivi
Irene Dora Maria Scierri
2026-01-01
Abstract
This contribution examines the effects of shared reading aloud on the development of selected cognitive and socio-emotional dimensions among lower secondary school students, with particular reference to memory, theory of mind, and mentalization processes. The study was conducted within the PRIN project Aloud! Reading aloud to stop the decline of reading literacy in the secondary schools (middle school) and adopted a quasi-experimental design involving 160 first- and second-year students from six comprehensive schools in the province of Parma, divided into an experimental and a control group. Data were collected at three time points using standardized measures and were complemented by the analysis of teachers’ logbooks. Results indicate a positive effect of the intervention on memory and theory of mind, whereas improvements in mentalization did not reach statistical significance. Teachers’ perceptions also highlighted benefits in attention, vocabulary development, participation, and socio-emotional dimensions, including classroom climate and teacher–student relationships. Overall, the findings support the potential of shared reading aloud as an educational practice capable of jointly fostering cognitive and socio-emotional development in school contexts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
