The pandemic period has generated an invisible “flood” of dropouts. Invalsi data for 2021 show that the number of students who have not yet reached the minimum level of basic skills has increased. This hidden form of early school leaving looks set to grow and create huge gaps across the country, affecting the social and economic well-being of the community. The paper offers a theoretical framework of implicit early school leaving at the time of covid-19, investigating its most evident weaknesses, such as fragility of basic, emotional, social and planning skills. It then proposes, in the logic of research-intervention, reading aloud as a practice able to act positively on these fragilities. For each critical area, the results of quasiexperimental research carried out by the research group of the University of Perugia in various schools throughout Italy are proposed, which show, with empirical evidence, how it is possible and practicable to carry out significant intervention from within the school by training of reading aloud.
Il periodo pandemico ha generato una “fiumana” di dispersi invisibile. I dati Invalsi del 2021 mettono in evidenza come il numero degli studenti, che non ha ancora raggiunto il livello minimo delle competenze fondamentali, sia aumentato. Questa forma di dispersione scolastica nascosta sembra destinata a crescere e a creare divari enormi sul territorio nazionale, andando ad incidere sul benessere sociale ed economico della comunità. Il contributo offre un quadro teorico della dispersione scolastica implicita ai tempi del covid-19, indagandone le criticità più evidenti, quali la fragilità delle competenze di base, di quelle emotive, sociali e progettuali. Successivamente propone, nella logica della ricerca-intervento, la lettura ad alta voce come pratica in grado di agire positivamente su queste fragilità. Per ciascuna criticità si propongono i risultati di ricerche quasi-sperimentali condotte dal gruppo di ricerca dell’Università di Perugia in diversi ordini di istituti scolastici del territorio nazionale che dimostrano, con evidenze empiriche, come sia possibile e fattibile intervenire in maniera significativa dall’interno della scuola con training intensivi di lettura ad alta voce
Fighting implicit early school leaving through reading aloud Contrastare la dispersione scolastica implicita con la lettura ad alta voce
Federico Batini
Writing – Original Draft Preparation
;Maria Ermelinda De CarloWriting – Review & Editing
2022
Abstract
The pandemic period has generated an invisible “flood” of dropouts. Invalsi data for 2021 show that the number of students who have not yet reached the minimum level of basic skills has increased. This hidden form of early school leaving looks set to grow and create huge gaps across the country, affecting the social and economic well-being of the community. The paper offers a theoretical framework of implicit early school leaving at the time of covid-19, investigating its most evident weaknesses, such as fragility of basic, emotional, social and planning skills. It then proposes, in the logic of research-intervention, reading aloud as a practice able to act positively on these fragilities. For each critical area, the results of quasiexperimental research carried out by the research group of the University of Perugia in various schools throughout Italy are proposed, which show, with empirical evidence, how it is possible and practicable to carry out significant intervention from within the school by training of reading aloud.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
