B.15. Shared And Dialogic Reading Aloud And Its Equitable Benefits

In recent years, studies on reading and the equitable effects of reading and reading aloud in particular have strongly highlighted a paradigm we propose to define as "dialogical-transformative." This approach places particular emphasis on the role and engagement of end users, regardless of age, and on the effects such involvement can have, especially in terms of equity (Murray et al, 2022). Empirical qualitative and quantitative studies have demonstrated the particular effectiveness of these teaching practices on the instrumental skills of girls and boys, both young and old (Dowdall et al, 2020; Murray et al, 2016; Batini et al, 2020; Batini, Toti, 2024; Bartolucci, Batini, 2020; Batini et al, 2025). We therefore welcome contributions proposing empirical studies on the effects of reading and reading aloud conducted using methods that fit within this paradigm, as well as reviews and meta-analyses of other research such as those cited, contributions that question approaches and methods or that define and identify their theoretical assumptions, and contributions that support the improvement of practices.