This presentation introduces a project conducted in Italy during the 2023/2024 academic year, aimed at implementing and evaluating the AILS method (Attività Integrate di Lettura e Scrittura, Integrated Activities for Reading and Writing). AILS is a teaching approach proposed to teachers across various subjects that supports enhancing literacy competence among primary and lower secondary school students. According to the Council of the European Union Recommendation (2018/C 189/01), literacy encompasses “the ability to identify, understand, express, create and interpret concepts, feelings, facts and opinions in both oral and written forms, using visual, sound/audio and digital materials across disciplines and contexts”. The AILS method addresses this multidimensional competence by fostering text comprehension, cohesive text production, and integrating reading and writing modes through evidence-based educational strategies.

The theoretical foundation of the AILS approach lies in recognizing the reciprocal and complementary relationship between reading and writing skills (Kim et al., 2024). These interconnected skills share a common base of cognitive resources, such as background knowledge and textual structures (Kintsch, 2013), forming a key link for text comprehension and production (Graham & Hebert, 2011). Writing about texts improves reading comprehension, primarily when focused on analyzing and synthesizing the content (Graham & Hebert, 2010). Integrating reading and writing tasks has proven effective in enhancing comprehension skills, even more than teaching these skills separately (Turcotte & Caron, 2020). This synergy creates a "sling-shot effect" where writing aids learning to read, and reading supports learning to write.

Building on this interplay, the AILS method integrates activities that simultaneously develop both skills, such as maintaining diaries on reading materials, using graphic organizers, and engaging in brief writing sessions (Poletti & Pognante, 2022). Additionally, the method incorporates principles of student-centered learning (Rosenshine, 2012), active and collaborative teaching (Gentile & Chiappelli, 2016), and formative assessment (Gentile, 2019). By fostering interactive and participatory learning environments, the AILS method engages students in the learning process, aiming to enhance their reading and writing skills and their self-perception of these skills, which are critical for achieving academic success (Schunk & Zimmerman, 2007).

Here, we outline the intervention study, describing how AILS was implemented in five participating schools. This includes how the approach was introduced to teachers and how they were trained to deliver it effectively. Importantly, we detail the strategy used to evaluate its effectiveness. The study employed a quasi-experimental design with pre- and post-intervention assessments to measure the impact of the AILS on enhancing text comprehension and production among primary and lower secondary school students. Additionally, it evaluated students' self-perception as readers and writers, focusing on self-efficacy and attitudes toward reading and writing. We further explored differences in these variables based on grade level (primary and secondary school). We examined whether the intervention was effective for both students with and without special educational needs (SEN), across school grades and degrees of urbanization. Finally, we investigated whether students with varying starting levels of reading and writing performance derived different benefits from the intervention, hypothesizing that AILS could also benefit students who begin with lower competencies.

The methodology was structured into three interconnected phases: teacher professional development, program implementation, and outcome evaluation, ensuring a systematic approach to intervention and assessment. Teacher Professional Development A total of 22 teachers participated in professional development workshops designed to equip them with the skills and tools needed to implement the AILS effectively. These workshops emphasized student-centered learning, formative assessment, and active, collaborative teaching strategies. Teachers were equipped with practical tools, including graphic organizers, writing prompts, and notebooks, specifically designed to support integrated reading and writing activities within their teaching practices. The sessions also included simulations and collaborative discussions to model the AILS activities, fostering a deeper understanding of the method’s application in diverse classroom settings. Program Implementation The intervention was conducted by the trained teachers over eight weeks in five schools, involving 320 students from 19 classes. Students engaged in 3.5 hours of structured activities each week, amounting to 28 hours in total. These activities combined short writing tasks with reading comprehension exercises, focusing on the reciprocal relationship between the two skills. Practical tools such as graphic organizers and text-reworking strategies were utilized to guide students in producing cohesive and coherent texts while encouraging reflection on their learning process. The program also incorporated collaborative learning elements like peer feedback and group discussions to create a supportive learning environment and enhance student engagement. Outcome Evaluation The impact of the intervention was evaluated by comparing students’ performance before (pre-test) and after (post-test) the eight-week program. During the two testing sessions, assessments were conducted on text comprehension using standardized tools adapted to grade level (Cornoldi et al., 2017a, 2017b); on text production by analyzing the index of text quality, complexity, and productivity (Limpo et al., 2017); and on students’ self-efficacy and attitudes as readers and writers through self-reported questionnaires (Marinak et al., 2015). Data Analysis Data were analyzed using mixed linear models to examine differences between pre and post-intervention outcomes, focusing on (1) the entire sample (271 students who completed both pre- and post-tests), (2) different school grades, (3) students with varying educational needs (typical development and SEN), and (4) the degree of urbanization of schools. A cluster analysis was conducted to explore performance patterns among subgroups further, focusing on variations based on students’ initial abilities in text comprehension and production. The identified clusters were then compared in their outcomes, including self-perception measures as readers and writers.

The pre-post test comparison revealed significant improvements in the quality and complexity of text production. Following the intervention, students demonstrated enhanced global (F = 42.67, p < .001) and vocabulary quality (F = 22.49, p < .001) as well as coherence and structural organization (presence of coherent conclusions: F = 4.51, p > .05) in their texts. These improvements were consistent across various urbanization contexts, underscoring the method's adaptability. Notably, students with special educational needs (SEN) and those who initially exhibited lower text comprehension and production skills showed significant progress, highlighting the inclusive potential of the AILS method. A noteworthy outcome was the significant increase in students' self-efficacy as readers (F = 4,18, p < .05) and writers (F = 4,91, p < .05), which correlated with literacy outcomes. This finding aligns with existing research emphasizing the pivotal role of motivational and socio-emotional factors in academic success (Marinak et al., 2015). However, no statistically significant changes were observed in text comprehension (F = 2.60, p > .05), suggesting that more prolonged and targeted interventions may be necessary to effectively address its complexities, particularly for students with lower initial proficiency (Kintsch, 2013). In conclusion, the AILS method has demonstrated its potential as a practical and inclusive educational approach to improving literacy competence. Integrating collaborative and reflective activities helps students develop technical skills while simultaneously building confidence in their literacy abilities and fostering a positive self-perception as learners. Although further research is needed to explore its impact on comprehension skills over longer durations, the method has proven effective in enhancing writing abilities and self-efficacy as readers and writers. This positions it as a promising tool for educators aiming to develop competent, confident, and motivated readers and writers in diverse educational settings.

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