Lettura ad alta voce a scuola e inclusione. Un'indagine preliminare con focus group sulla percezione degli insegnanti di scuola elementare del progetto "Leggere: Forte! Ad Alta Voce Fa Crescere l'Intelligenza" in Toscana

The contribution addresses the experience of teachers who introduced shared reading aloud in the classroom as part of the Leggere: Forte! project. Focus groups conducted with primary school teachers revealed perceptions of reading aloud as an effective practice in promoting inclusion and cognitive democracy. The analysis of the material included an ex-post categorisation of the textual evidence. The results confirm the potential of reading aloud with a view to restoring the right to learn for all children.