La lettura ad alta voce condivisa come strumento per migliorare l'integrazione: una sperimentazione nel quartiere di Porta Palazzo
La lettura ad alta voce: un metodo per l'equità
Abstract
L'integrazione dei minori con background familiare migratorio è certamente una sfida cruciale per il nostro sistema scolastico. In relazione alle difficoltà linguistiche rilevate dai risultati dei programmi internazionali di valutazione degli studenti, è necessario pianificare attività e politiche educative volte a rafforzare le capacità di comprensione dei testi e di socializzazione degli studenti, al fine di promuovere il successo scolastico e l'inclusione dei bambini di prima e seconda generazione e delle loro famiglie. Questo articolo presenta l'esplorazione di un caso di studio in un contesto ad alto tasso di migrazione come il quartiere di Porta Palazzo a Torino, nel Nord-Ovest dell'Italia, dove il progetto "Ad Alta Voce Porta Palazzo" ha verificato gli effetti della lettura condivisa ad alta voce su un campione di classi dalla scuola dell'infanzia alla primaria e alla secondaria di primo grado. I risultati dimostrano un aumento statisticamente significativo della comprensione del testo e delle competenze linguistiche, ma anche un impatto positivo sul benessere degli studenti, migliorando il clima della classe e trasformando l'ambiente scolastico in uno spazio più accogliente. Quindi, i benefici linguistici ottenuti dalla lettura condivisa ad alta voce secondo il metodo presentato non solo contribuiscono al successo scolastico degli studenti e a contrastare efficacemente la dispersione scolastica, ma forniscono anche agli studenti e alle loro famiglie gli strumenti per orientarsi nel Paese di arrivo.Riferimenti bibliografici
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