DOI: 10.53136/97912218193808
Pages: 103-116
Publication date: June 2025
Publisher: Aracne
SSD:
M-PED/01
The paper examines the educational potential of read-aloud practices as inclusive and transformative pedagogy. Drawing on scientific evidence and theoretical frameworks, it explores cognitive, emotional, and social benefits, with a focus on the “Libri immaginati” project carried out in a primary school, highlighting how storytelling fosters active citizenship, educational equity, and cultural belonging.
