Il ruolo delle pratiche di lettura ad alta voce nella riduzione degli stereotipi e dei pregiudizi

Research has highlighted the positive impact of shared reading aloud on students’ cognitive and socio-emotional development. Notably, this practice has shown potential in fostering more positive social interactions and reducing stereotypes and prejudices towards individuals from different ethnic backgrounds. This paper presents findings from a quasi-experimental study aimed at evaluating the effectiveness of shared reading aloud as a tool for reducing stereotypes and prejudice among students in lower secondary school. A sample of 105 students from different classes across three lower secondary schools in two comprehensive school districts in Turin participated in the study. Standardized measures, including a questionnaire assessing stereotypesand prejudices, were administered. Participants were divided into an experimental group, which engaged in the reading aloud program, and a control group, which continued with routine classroom activities. Statistical analysis comparing pre and post-intervention results between the two groups showed a significant increase in positive attitudes toward individuals from different ethnicities in the experimental group, suggesting that the reading aloud practice contributed to reducing prejudice. Additionally, no significant gender differences were found in the intervention’s effectiveness, suggesting that the practice may exert a broad, inclusive effect across the classroom. These findings support the potential of reading aloud as a pedagogical strategy to enhance inclusivity and socio-emotional skills