Several studies in the international literature consistently demonstrate the significant benefits that adult-mediated shared reading practices can have on children's linguistic development (Batini, 2022; 2023; Walsh, Bracken, 2023). Shared reading is particularly effective in fostering a range of crucial language skills. Key areas that show the most improvement through reading aloud include vocabulary acquisition, lexical knowledge, narrative production, text comprehension and inferential reasoning (Quadri et al., 2023; Kotaman, 2020; Batini et al., 2020; Baker et al., 2013; Hwang et al., 2023).

Research has shown that regular exposure to shared reading sessions can lead to substantial vocabulary growth. The process helps children acquire new words and phrases in context, which not only expands their lexicon but also improves their ability to use language more flexibly and creatively (Quadri et al., 2023). In addition to vocabulary, shared reading significantly enhances narrative production. Through repeated exposure to stories, children learn to structure narratives, use appropriate language for different contexts, and better express themselves through spoken and written words (Baker et al., 2013). Moreover, shared reading sessions contribute to better text comprehension, enabling children to make connections between ideas, understand plot structures, and recognize underlying themes in stories (Keelor et al., 2023). Furthermore, shared reading promotes the development of inferential skills, allowing children to make predictions, draw conclusions, and interpret implied meanings beyond the literal text (Hwang et al., 2023).

The frequency with which books are read aloud correlates with improvements in both vocabulary and comprehension. Studies have found that the more often children are exposed to reading aloud, the more likely they are to experience positive language development outcomes (Barone et al., 2020). Moreover it has been highlighted that the engagement of teachers is a central factor in the success of shared reading activities. Teachers play a crucial role not only in facilitating the reading process but also in guiding discussions, prompting critical thinking, and ensuring that children understand and engage with the material (Malau, 2022; Supraba, 2020).

The present research work is part of a broader project aimed at integrating shared aloud reading into the educational system, from preschool to lower secondary schools. The project, called "Lettrici e Lettori forti" (Strong Readers), has been supported by the Cariparma Foundation since 2021 and is promoted by the Ferrari Comprehensive Institute in Parma, which leads a network of seven (later ten) Comprehensive Institutes in Parma. It is carried out in collaboration with the University of Perugia, the Nausika association, and the LaAV (Letture ad Alta Voce) volunteer movement. The shared aloud reading method proposed here was developed by Professor Batini in collaboration with the Nausika association and through research work with his team at the University of Perugia: field research, dialogue with practice, and experiences from local, regional, and national projects (Batini, 2023) have been essential.

The main objective of this study was to analyze the effect of shared aloud reading, evaluated using standardized tools, on the linguistic skills of 109 first-grade students. The study was conducted with a sample of first-grade students, divided into a control group that followed regular activities and an experimental group exposed to the shared aloud reading method. Linguistic skills were assessed using the Verbal Comprehension Index (VCI) of the WISC-IV (Wechsler, 2003), a validated tool for measuring verbal abilities, including comprehension, information retrieval, and expression. Quantitative analysis revealed the positive impact of the intervention, highlighting the method’s ability to enhance verbal skills.

The study demonstrates that shared aloud reading is not only a tool for developing linguistic skills but also a pedagogical strategy that creates a stimulating, collaborative classroom climate, addressing diverse student needs while strengthening teacher-student relationships.

The aim of this study was to analyze the impact of shared aloud reading on the linguistic skills of first-grade students. The research involved 109 children (mean age: 6.25 years), randomly assigned to either an experimental group (n=62) or a control group (n=47). While the control group continued their regular classroom activities, the experimental group participated in daily shared aloud reading sessions conducted according to the methodology developed by Professor Batini and his research team at the University of Perugia. The intervention followed a structured framework built upon five foundational principles: everyday practice, systematicity, intensity, progression, and bibliodiversity. Teachers led the sessions with a consistent daily schedule, ensuring regular exposure to the method. Each session began with shorter, simpler texts designed to engage the students and build their familiarity with the process, gradually progressing to longer and more complex narratives. This principle of progression allowed the children to develop their comprehension and verbal skills incrementally. Bibliodiversity ensured exposure to a broad spectrum of genres, protagonists, and themes, enriching students' linguistic and cultural perspectives. To maintain focus and engagement, the duration of the sessions increased gradually over the six months of intervention. This systematic approach ensured that students could adapt to the method’s demands, strengthening their ability to concentrate and retain information over extended periods. The emphasis on interaction was another pivotal element of the methodology. Teachers encouraged students to actively participate by posing open-ended questions, fostering a reflective and dynamic learning environment. This interaction not only nurtured metacognitive skills but also created opportunities for students to articulate their thoughts and insights, further enhancing their linguistic abilities. The evaluation of the intervention's effectiveness relied on the Verbal Comprehension Index (VCI) from the WISC-IV (Wechsler, 2003), a widely recognized tool for assessing verbal abilities. The VCI measures key linguistic competencies, including comprehension, information retrieval, and verbal expression. The assessment was conducted at two distinct points: before the intervention began (T0) and after its completion, approximately six months later (T1). The collected data were analyzed using a mixed-design 2x2 ANOVA, with time (T0 and T1) as a within-subjects factor and group (experimental and control) as a between-subjects factor. The analysis focused on detecting differences in the linguistic development trajectories of the two groups, shedding light on the specific contributions of the method to the enhancement of verbal skills in the experimental cohort.

This study highlights the significant impact of shared aloud reading on the linguistic development of first-grade students, providing robust evidence for the effectiveness of the method. The intervention group, which participated in daily structured reading sessions, demonstrated substantial improvements in verbal comprehension skills compared to the control group, which followed regular classroom activities. At the beginning of the study (T0), the experimental group had an average Verbal Comprehension Index (VCI) score slightly below the normative cut-off (-0.68), while the control group started with an average score well above the cut-off (+9.89). After six months of intervention (T1), the experimental group showed a remarkable increase in average VCI scores, with a mean improvement of +12.84 points, surpassing the normative cut-off and reflecting significant progress in comprehension, information retrieval, and verbal expression. In contrast, the control group experienced a decline, with a reduction in average scores to +3.47 above the cut-off, highlighting the relative advantage of the shared aloud reading method. The distribution of scores also changed significantly. In the experimental group, the percentage of students below the cut-off decreased from 50% at T0 to 26% at T1, while the percentage of students above the cut-off increased from 50% to 74%. Conversely, the control group saw an increase in the percentage of students below the cut-off from 19% to 36%, with a corresponding decrease in the percentage of students above the cut-off. These quantitative findings underscore the value of shared aloud reading as a pedagogical tool that enhances verbal comprehension and supports the linguistic development of students, particularly those starting with lower verbal abilities. This study reinforces the potential of shared aloud reading to create more inclusive and effective learning environments, contributing to improved educational outcomes for young learners.

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