The INFERODANTIS-AILS (Integrated Reading and Writing Activities) project examines the impact of integrating reading and writing activities on enhancing literacy skills in primary and secondary schools. According to the Council of Europe (2018), literacy competence involves the ability to read, understand, and convey ideas across various forms and contexts, relying on mastery of vocabulary, grammar, and text structures. This project is grounded in a theoretical framework emphasizing the interconnection between reading and writing as mutually reinforcing cognitive processes. Studies by Fitzgerald and Shanahan (2000) and Graham and Hebert (2010, 2011) demonstrate that combining these skills significantly improves comprehension, written production, and cognitive engagement.

The project draws on Shared Knowledge Theory (Kintsch, 2013), which suggests that reading and writing share cognitive resources like vocabulary and organizational structures. Additionally, Structure Strategy Theory (Meyer & Ray, 2017) highlights the importance of teaching text patterns, such as cause-effect and sequential organization, to improve both text comprehension and writing coherence. These concepts are further supported by research from Langer and Applebee (1987), which shows that integrating reading and writing fosters critical thinking and independent learning.

The AILS methodology is built on modern pedagogical strategies, including student-centered learning (Rosenshine, 2012), cooperative learning (Johnson & Johnson, 2014), and formative assessment (Black & Wiliam, 2009). These methods encourage active participation, peer collaboration, and continuous feedback, fostering student autonomy. The approach incorporates practical tools such as graphic organizers, short writing exercises, and reflective notebooks (Poletti & Pognante, 2022) to enhance metacognitive awareness and skill development.

The project’s primary goal is to investigate how integrated reading and writing activities, combined with systematic teacher feedback, influence student outcomes such as literacy skills, autonomy, and motivation. It also seeks to identify challenges and effective strategies for implementation. Conducted in five schools across central Italy, the project involved 22 teachers and 320 students from 11 fifth-grade primary and 8 third-grade secondary classrooms. This diverse context provided a valuable opportunity to assess the methodology’s scalability and adaptability.

A key focus of this research is the use of teacher logbooks, which served as the primary tool for monitoring and reflection. Over eight weeks, teachers documented their observations, perceptions, and insights about student progress and classroom dynamics. The logbooks included quantitative data, such as hours spent on activities and levels of student participation, alongside qualitative insights into instructional successes and challenges. This structured reflection enabled educators to adapt their teaching methods in real time while providing researchers with rich data on the implementation process.

The project followed three main phases. Initially, teachers attended workshops aimed at developing expertise in active and cooperative learning, integrated literacy instruction, and formative assessment. This training provided the foundation for adopting innovative teaching strategies that emphasized student engagement and reflective practices. During the classroom implementation phase, teachers integrated reading and writing activities using tools such as reflective notebooks to foster critical thinking and graphic organizers to support text comprehension. These activities encouraged collaboration, autonomy, and deep cognitive engagement. In the final phase, standardized tests and formative assessments were conducted to evaluate progress in text comprehension, writing quality, motivation, and autonomy. The project presents a replicable model for literacy education that aligns teaching practices with evidence-based principles. By promoting reflective teaching and creating active learning environments, the project contributes to the development of functional literacy as a core educational outcome. This approach supports the European Union’s 2018 literacy guidelines, which emphasize integrated strategies to prepare students for lifelong learning and effective communication in diverse contexts. The findings, particularly those derived from teacher logbooks, illustrate the potential of the AILS methodology to transform literacy instruction and offer practical solutions to address implementation challenges.

The INFERODANTIS-AILS project was designed to address challenges in literacy education by integrating reading and writing tasks. Grounded in a research-training framework (Asquini, 2018), the project engaged teachers in a continuous professional development process, equipping them with innovative instructional practices aligned with contemporary pedagogical standards. This approach emphasized both the methodological competence of educators and the alignment of classroom practices with theoretical foundations. The research adopted a mixed-methods approach, integrating qualitative and quantitative data collection. A key instrument of the study was the teachers' weekly diaries, which documented their perceptions of the project's progress. These logbooks combined closed-ended questions to quantify participation, Likert-scale ratings to measure activity effectiveness and engagement, and open-ended prompts to capture detailed teacher reflections. This ensured a nuanced understanding of the project's implementation. The study included 22 teachers and 320 students from five schools in Rieti, Rome, and Latina provinces, encompassing 11 fifth-grade primary and 8 third-grade secondary classrooms. This diverse sample allowed for a detailed analysis of the methodology's adaptability across different educational contexts. The logbook data analysis combined descriptive statistics for quantitative trends with inductive coding for qualitative insights. Quantitative findings revealed patterns in participation and instructional effectiveness, while qualitative analysis provided a deeper understanding of teachers’ and students’ experiences. Two independent researchers coded the qualitative data, identifying themes that informed the project's findings. Correlational analysis explored relationships between key variables, such as student motivation, participation, and instructional adaptations. The weekly teacher logbooks played a dual role in the project. They monitored student progress, documenting participation, motivation, and the impact of integrated reading-writing activities, while fostering critical reflection among educators. Teachers used the logbooks to evaluate strategies, adapt to challenges, and refine practices in real time. This reflective process aligned with Mortari’s (2009) model of reflective practitioners, highlighting professional growth through structured self-analysis. The contextual diversity of the schools involved, ranging from urban to rural settings, provided an opportunity to explore how environmental factors influenced implementation and outcomes. Differences in teacher engagement and student participation underscored the importance of adapting the methodology to specific contexts. The project demonstrated the flexibility and scalability of its approach. In sum, the project developed a robust framework integrating reflective practices, innovative tools, and systematic monitoring. It aligned research objectives with classroom practices, providing a replicable model for advancing literacy education while addressing instructional challenges and fostering long-term professional development and student-centered outcomes.

The results from the logbooks in the INFERODANTIS-AILS project yielded encouraging outcomes for the initiative. Key outcomes include a 24.9% increase in active participation and a 16.1% rise in motivation, highlighting improved engagement. Autonomy showed significant growth, increasing by 13.4% from the sixth week onward, underscoring the program’s success in fostering independent learning. Student collaboration, initially challenging, improved through targeted teacher interventions, such as structured group tasks and peer support. Difficulties in instruction comprehension, affecting 20% of students at the start, decreased to under 10% by the project’s end, reflecting enhanced task management skills. Fatigue, though generally low, peaked during intensive activities, suggesting the need for balanced pacing to sustain engagement. Weekly teacher logbooks served as monitoring and reflective tools, enabling educators to document strategies, student responses, and challenges. This reflective practice fostered professional growth, helping teachers adapt methods to diverse classroom needs. The logbooks also encouraged collaboration and continuous improvement, enhancing the project’s impact. The project underscores the transformative potential of integrating reading and writing in education. Beyond improving literacy, the program nurtured critical thinking, collaboration, and metacognitive skills, encouraging students to take an active role in their learning. This model’s flexibility makes it adaptable to various educational contexts, offering solutions to contemporary challenges. By emphasizing active learning, inclusivity, and teacher collaboration, the approach fosters sustained engagement and success. Importantly, the project highlighted the value of professional development, with teachers reporting increased confidence and awareness of effective strategies. In conclusion, the INFERODANTIS-AILS project shows how innovative teaching strategies and reflection can significantly improve literacy education. By promoting engagement, autonomy, and collaboration, it offers a scalable model for inclusive learning. These findings highlight the importance of adaptable education in supporting literacy and professional growth.

Asquini, G. (2018). La ricerca-formazione: temi, esperienze, prospettive. Franco-Angeli Bertolini, C. (2018). Innovare la didattica è possibile: una ricerca-formazione nell’ambito della didattica della comprensione del testo. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (21), 173-188. Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242. Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. Gentile, M. (2024). Teacher Education policies in Italy: In search of professional learning indicators, In K. Jones, G. Ostinelli, A. Crescentini (Eds), Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice (184-198). Routledge. Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Alliance for Excellent Education. Johnson, D. W., & Johnson, R. T. (2014). Cooperative Learning in 21st Century. [Aprendizaje cooperativo en el siglo XXI]. Anales de Psicología/Annals of Psychology, 30(3), 841-851. Kintsch, W. (2013). Revisiting the construction–integration model of text comprehension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 807–839). International Reading Association Langer, J.A., & Applebee, A.N. (1987). How writing shapes thinking: A study of teaching and learning (2nd ed.). National Council of Teachers of English. Meyer, B. J., & Ray, M. N. (2017). Structure strategy interventions: Increasing reading comprehension of expository text. International electronic journal of elementary education, 4(1), 127-152. Poletti, R., & Pognante, S. (2022). Educare alla lettura con il WRW. Erickson Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19. Toti G., Stragapede I., Cerni T., Gentile M. (2024, 2-4 settembre). Educational Equity in Literacy: an Integrated Educational Program on Students with and without SEN. [Sessione Poster]. EARLI SIG 15 Conferenze 2024- // Special Educational Needs - Neurodiversity in Education: Research and Practice, Valencia, Spagna. Toti, G., Candela, V., Pera, E., & Batini, F. (2023). La lettura ad alta voce nelle scuole primarie: analisi dei risultati di un progetto di ricerca-azione attraverso lo strumento del diario di bordo. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 18(1), 159-180.