In una recente ricerca del 2008 condotta da Paul L. Morgan and Catherine R. Meier si afferma che “I bambini piccoli che entrano a scuola con scarse capacità di vocabolario orale possono essere doppiamente svantaggiati. Le loro scarse capacità di vocabolario orale probabilmente ostacoleranno i loro tentativi di diventare lettori esperti, aumentando anche la frequenza dei loro comportamenti problematici.” I due ricercatori aggiungono, citando una ricerca del 2000 di Kaiser, Hancock, Cai, Foster e Hester e numerose altre ricerche recenti, che scarse abilità nel vocabolario orale e comportamento problematico coesistono costantemente che la correlazione fra i due problemi persiste con la crescita del bambino come dimostra anche la ricerca di Griffith, Rogers-Adkinson, and Cusick (1997).

Perché le scarse abilità linguistiche e il comportamento problematico si verificano spesso insieme? Un’ipotesi è che le scarse abilità del vocabolario orale rendano più difficile per i bambini l’uso del cosiddetto Linguaggio pragmatico, portando così a più comportamenti aggressivi o di rifiuto di coinvolgimento. Il linguaggio pragmatico è la capacità di stabilire e sostenere argomenti di conversazione, abbinare il proprio livello di comunicazione con quello degli altri e adattare la propria comunicazione agli ascoltatori per renderla comprensibile (Norris, 1995). Scarse abilità linguistiche pragmatiche potrebbero influenzare negativamente il processo decisionale comportamentale e sociale di un bambino (McDonough, 1989).

I ricercatori hanno costantemente trovato una connessione tra scarsa competenza linguistica pragmatica e deficit comportamentali o competenze sociali. Sia Bain (2001) che Cohen et al. (1993) hanno scoperto che le carenze linguistiche contribuiscono alle difficoltà dei bambini nell’interazione con i coetanei e gli adulti e quindi portano allo sviluppo di deficit delle abilità sociali. Fujiki, Brinton, Morgan e Hart (1999) hanno osservato che i bambini con disabilità linguistiche avevano molte più probabilità di essere poco coinvolti ed evitare interazioni fra coetanei rispetto ai bambini che mostravano uno sviluppo linguistico normotipico. I ricercatori hanno anche scoperto che i deficit linguistici nei bambini piccoli predicono quasi sempre difficoltà comportamentali successive.

Come spiegano Paul L. Morgan and Catherine R. Meier nella ricerca citata sopra, “un metodo consolidato per migliorare le abilità del vocabolario orale di un bambino è leggere frequentemente libri per bambini con lui o lei. La frequente lettura condivisa di libri per bambini porta alla crescita del vocabolario e, a sua volta, al successo nella lettura e in altre aree accademiche (es. Bus, van IJzendoorn, & Pellegrini, 1995; Crain-Thoreson & Dale, 1992; Debaryshe, 1993; Senechal, LeFevre , Hudson, & Lawson, 1996; Whitehurst et al., 1999). Un intervento di lettura di libri per bambini condivisi particolarmente ben convalidato è la Lettura Dialogica.

I benefici della Lettura Dialogica, sotto il profilo comportamentale del bambino, sono particolarmente evidenti. I bambini imparano un nuovo vocabolario attraverso il coinvolgimento attivo (come dimostra la ricerca di Bloom, 2002) e l’esposizione a nuove parole in modalità espressive e significative nel loro ambiente familiare e/o scolastico (studio di Hart & Risley, 1995). Quando i bambini piccoli partecipano alla Lettura Dialogica insieme a un genitore, gli viene offerta l’opportunità di sviluppare il linguaggio espressivo attraverso un nuovo vocabolario modulato dallo stile del genitore, attraverso un maggior numero di domande e risposte (studio di DeBaryshe, 1995).

L’applicazione della Lettura Dialogica sia come abitudine a casa da parte dei genitori sia come strumento educativo in classe da parte degli insegnanti, assicura ai bambini anche l’esperienza sociale di ascoltare gli altri, alternarsi e conoscere i propri coetanei e/o i genitori, condividere argomenti, pensieri e immaginazione con loro. Utilizzando la Lettura Dialogica con libri che abbiano contenuto di qualità, gli insegnanti in classe così come i genitori a casa, possono accompagnare l’attività di lettura con attività correlate in cui le abilità socio-emotive vengono promosse, istruite e stimolate.

Lo sviluppo del linguaggio espressivo è particolarmente importante per il bambino, infatti la pratica della Lettura Dialogica abitua il bambino ad ampliare il proprio vocabolario, ad orientare con maggiore precisione le proprie idee e i propri pensieri intorno ad un argomento, a sviluppare una interpretazione coerente di ciò che accade intorno a lui. Queste nozioni portano il bambino a un comportamento tendenzialmente più equilibrato e armonioso con i propri coetanei, che tenga conto del proprio punto di vista, del punto di vista altrui e porti il bambino a trovare una corretta mediazione fra le diversità. Tutto ciò si traduce in comportamenti tendenzialmente più equilibrati e una riduzione di fenomeni estremi come ad esempio atteggiamenti impositivi, atteggiamenti sottomissivi, rifiuti a comprendere, ansie e paure eccessive, distacco dal gruppo per incomprensione.

Riportiamo qui di seguito alcuni studi internazionali dedicati agli effetti socio-emotivi della Lettura Dialogica:

• Promoting Emergent Literacy and Social–Emotional Learning Through Dialogic Reading, 2011, Brooke Graham Doyle, Wendie Bramwell
• Juli-Anna Aerila, Johanna Lähteelä, Merja Anitta Kauppinen, Mari Siipola, Holistic Literature Education as an Effective Tool for Social-Emotional Learning, Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 10.4018/978-1-7998-7464-5.ch002, (26-49), (2021).
• Brittany Ann Garling, Michelle Huntress, Jill Siefken, Jacalyn S. Swink, Tessa Yackle, English Language Learners and Mainstream Instruction to Enhance SEL Literacy, Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 10.4018/978-1-7998-7464-5.ch017, (368-389), (2021).
• İlkay Ulutaş, Kübra Engin, Emine Bozkurt Polat, Strategies to Develop Emotional Intelligence in Early Childhood, The Science of Emotional Intelligence [Working Title], 10.5772/intechopen.90978, (2021).
• Daniel Guilbert, Naomi Sweller, Penny Van Bergen, Emotion and gesture effects on narrative recall in young children and adults, Applied Cognitive Psychology, 10.1002/acp.3815, 35, 4, (873-889), (2021).
• Robyn Jorgensen, Mellony Graven, Robyn Jorgensen, Mellony Graven, Exploring Numeracy-Rich Rhymes and Stories, Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings, 10.1007/978-981-16-7767-0, (61-86), (2021).
• Robyn Jorgensen, Mellony Graven, Robyn Jorgensen, Mellony Graven, Designing and Creating Maths-Rich Storybooks, Games and Related Activities, Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings, 10.1007/978-981-16-7767-0, (87-115), (2021).
• Sierrah Harris, Amanda J. Owen Van Horne, Turn the Page, Speech-Language Pathologists: Adequate, Authentic, and Accurate Representation as a Consideration in the Selection of Picture Books for Use in Treatment, Language, Speech, and Hearing Services in Schools, 10.1044/2021_LSHSS-20-00155, 52, 4, (955-966), (2021).
• Jui-Teng Li, Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Hector Rivera, The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis, Language Teaching Research, 10.1177/1362168821994133, (136216882199413), (2021).
• Kristi Cheyney-Collante, Twenty-five books a day: Literacy events in subsidized childcare, Journal of Early Childhood Literacy, 10.1177/14687984211010273, (146879842110102), (2021).
• Hanife ESEN AYGÜN, Çiğdem ŞAHİN TAŞKIN, Identifying Social-Emotional Learning Skills in Turkish Language Curriculum, Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 10.30964/auebfd.797377, (205-224), (2021).
• Asimina Vasalou, Sara Kalantari, Natalia Kucirkova, Yvonne Vezzoli, Designing for oral storytelling practices at home: A parental perspective, International Journal of Child-Computer Interaction, 10.1016/j.ijcci.2020.100214, 26, (100214), (2020).
• Tatiana Yasmeen Hill, Natalia Palacios, Melissa Lucas, Stephanie Dugan, Amanda K. Kibler, Judy Paulick, Latinx Siblings’ Social Emotional Support During Shared Reading, Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 10.4018/978-1-7998-3448-9.ch011, (194-218), (2020).
• Yvonne Vezzoli, Sara Kalantari, Natalia Kucirkova, Asimina Vasalou, undefined, Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 10.1145/3313831.3376696, (1), (2020).
• Kristin M. Murphy, Amy L. Cook, Mixed Reality Simulations, Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 10.4018/978-1-7998-1770-3.ch001, (1-15), (2020).
• Elena Jiménez-Pérez, Almudena Barrientos-Báez, David Caldevilla-Domínguez, José Gómez-Galán, Influence of Mothers’ Habits on Reading Skills and Emotional Intelligence of University Students: Relationships in the Social and Educational Context, Behavioral Sciences, 10.3390/bs10120187, 10, 12, (187), (2020).
• Ergün YURTBAKAN, Etkileşimli Okuma: Bir İçerik Analizi, Ana Dili Eğitimi Dergisi, 10.16916/aded.642138, 8, 1, (135-156), (2020).
• June O’Sullivan, Replacing a reading scheme with dialogic reading: an action research case study in 15 London nurseries, International Journal of Early Years Education, 10.1080/09669760.2020.1754172, (1-16), (2020).
• Şule TEPETAŞ CENGİZ, Mazhar BAL, Okul Öncesi Dönemde Evde Okuma Süreci: Aile Beklentilerine Yönelik Bir Durum Çalışması, Ana Dili Eğitimi Dergisi, 10.16916/aded.786846, (1311-1331), (2020).
• Irem Korucu, Ellen Litkowski, Sara A. Schmitt, Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness, Early Education and Development, 10.1080/10409289.2020.1716287, (1-19), (2020).
• Natalia Kucirkova, Rosie Flewitt, Understanding parents’ conflicting beliefs about children’s digital book reading, Journal of Early Childhood Literacy, 10.1177/1468798420930361, (146879842093036), (2020).
• Stephanie Githa Nadarajah, Peder Walz Pedersen, Camilla Gisela Hansen Schnatterbeck, Roman Arberg, Hendrik Knoche, What Is the Cat Doing? Supporting Adults in Using Interactive E-Books for Dialogic Reading, The Interplay of Data, Technology, Place and People for Smart Learning, 10.1007/978-3-319-92022-1_13, (146-158), (2019).
• Kevin M. Storer, Stacy M. Branham, undefined, Proceedings of the 2019 on Designing Interactive Systems Conference, 10.1145/3322276.3322374, (385), (2019).
• Elena M. Venegas, “We Listened to Each Other”: Socioemotional Growth in Literature Circles, The Reading Teacher, 10.1002/trtr.1822, 73, 2, (149-159), (2019).
• Sharon Z. Sacks, Cheryl Kamei-Hannan, Jane N. Erin, Lizbeth Barclay, Debbie Sitar, Social Experiences of Beginning Braille Readers in Literacy Activities: Qualitative and Quantitative Findings of the ABC Braille Study, Journal of Visual Impairment & Blindness, 10.1177/0145482X0910301011, 103, 10, (680-693), (2019).
• Astrid Wirth, Simone C. Ehmig, Nadja Drescher, Sabrina Guffler, Frank Niklas, Facets of the Early Home Literacy Environment and Children’s Linguistic and Socioemotional Competencies, Early Education and Development, 10.1080/10409289.2019.1706826, (1-18), (2019).
• Janet L Towell, Lydia Bartram, Susan Morrow, Susannah L Brown, Reading to babies: Exploring the beginnings of literacy, Journal of Early Childhood Literacy, 10.1177/1468798419846199, (146879841984619), (2019).
• Marie-Lyne Smadja, Dorit Aram, Margalit Ziv, The Impact of Variations in Text Presence in Children’s Storybooks on Preschool Teachers’ Discourse, Journal of Research in Childhood Education, 10.1080/02568543.2019.1577774, (1-18), (2019).
• Stephanie Kozak, Holly Recchia, Reading and the Development of Social Understanding: Implications for the Literacy Classroom, The Reading Teacher, 10.1002/trtr.1760, 72, 5, (569-577), (2018).
• Pamela W Garner, Tameka S Parker, Young children’s picture-books as a forum for the socialization of emotion, Journal of Early Childhood Research, 10.1177/1476718X18775760, 16, 3, (291-304), (2018).
• Frank Niklas, Caroline Cohrssen, Collette Tayler, Making a difference to children’s reasoning skills before school-entry: The contribution of the home learning environment, Contemporary Educational Psychology, 10.1016/j.cedpsych.2018.06.001, 54, (79-88), (2018).
• Jianhua Xu, Pianran Wang, Brian W. Sturm, Yingying Wu, How preschool children think about libraries: Evidence from six children’s libraries in China, Journal of Librarianship and Information Science, 10.1177/0961000618818887, (096100061881888), (2018).
• Zhuqing Su, Yifang Wang, Yadong Sun, Jinhong Ding, Zhuoya Ma, Reading Independently and Reading With a Narrator: Eye Movement Patterns of Children With Different Receptive Vocabularies, Frontiers in Psychology, 10.3389/fpsyg.2018.01753, 9, (2018).
• Hui-Yun Sung, Adult mediation of preschool children’s use of mobile technologies in public libraries in Taiwan: A socio-cultural perspective, Journal of Librarianship and Information Science, 10.1177/0961000617709055, 51, 1, (196-207), (2017).
• John S. Hutton, Kieran Phelan, Tzipi Horowitz-Kraus, Jonathan Dudley, Mekibib Altaye, Tom DeWitt, Scott K. Holland, Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children, The Journal of Pediatrics, 10.1016/j.jpeds.2017.08.037, 191, (204-211.e1), (2017).
• Amber J. Godwin, Mary Margaret Capraro, William H. Rupley, Robert M. Capraro, Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics, Child Development Research, 10.1155/2017/4506098, 2017, (1-10), (2017).
• Amy L. Cook, Meghan R. Silva, Laura A. Hayden, Lauren Brodsky, Robin Codding, Exploring the Use of Shared Reading as a Culturally Responsive Counseling Intervention to Promote Academic and Social-Emotional Development, Journal of Child and Adolescent Counseling, 10.1080/23727810.2017.1280327, 3, 1, (14-29), (2017).
• Mellony Graven, Alf Coles, Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task, ZDM, 10.1007/s11858-017-0863-7, 49, 6, (881-893), (2017).
• Tamara Fitzgerald, Laurance Robillard, Amy O’Grady, Exploring the impact of a Volunteer Shared Reading Programme on preschool-aged children, Early Child Development and Care, 10.1080/03004430.2016.1240679, 188, 6, (851-861), (2016).
• Aaron M. Thompson, Heather Klemp, Anne E. Stinson, Effect of the Imagination Library on caregiver–child literacy interactions and school readiness: findings from two quasi-experimental propensity score studies, Journal of Children and Poverty, 10.1080/10796126.2016.1187587, 23, 1, (19-40), (2016).
• George M. Jacobs, Willy A. Renandya, Using Positive Education to Enliven the Teaching of Reading, RELC Journal, 10.1177/0033688216661258, 48, 2, (256-263), (2016).
• Frank Niklas, Caroline Cohrssen, Collette Tayler, Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment, International Journal of Early Years Education, 10.1080/09669760.2016.1155147, 24, 2, (121-142), (2016).
• Caroline Cohrssen, Frank Niklas, Collette Tayler, ‘Is that what we do?’ Using a conversation-analytic approach to highlight the contribution of dialogic reading strategies to educator–child interactions during storybook reading in two early childhood settings, Journal of Early Childhood Literacy, 10.1177/1468798415592008, 16, 3, (361-382), (2016).
• Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, Kevin Wheldall, Efficacy of an evidence-based literacy preparation program for young children beginning school, Australian Journal of Learning Difficulties, 10.1080/19404158.2016.1189443, 21, 1, (21-39), (2016).
• Kristen E. Kohm, Robyn M. Holmes, Lynn Romeo, Louis Koolidge, The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play, International Journal of Play, 10.1080/21594937.2016.1203895, 5, 2, (128-140), (2016).
• Chuanpob Iaosanurak, Sumalee Chanchalor, Elizabeth Murphy, Social and emotional learning around technology in a cross-cultural, elementary classroom, Education and Information Technologies, 10.1007/s10639-015-9406-4, 21, 6, (1639-1662), (2015).
• Frank Niklas, Caroline Cohrssen, Collette Tayler, Home Learning Environment and Concept Formation: A Family Intervention Study with Kindergarten Children, Early Childhood Education Journal, 10.1007/s10643-015-0726-1, 44, 5, (419-427), (2015).
• Christy K. Irish, Seth A. Parsons, Sharing a Reading Technique With Families, The Reading Teacher, 10.1002/trtr.1411, 69, 6, (607-610), (2015).
• Margalit Ziv, Marie-Lyne Smadja, Dorit Aram, Preschool teachers’ reference to theory of mind topics in three storybook contexts: Reading, reconstruction and telling, Teaching and Teacher Education, 10.1016/j.tate.2014.08.009, 45, (14-24), (2015).
• Extending theory, Theoretical Models of Learning and Literacy Development, 10.1108/S2048-045820140000004005, (141-166), (2014).
• Margalit Ziv, Marie-Lyne Smadja, Dorit Aram, Mothers’ and Teachers’ Mental-State Discourse With Preschoolers During Storybook Reading, Journal of Cognitive Education and Psychology, 10.1891/1945-8959.13.1.103, 13, 1, (103-119), (2014).
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• Trelani F Milburn, Luigi Girolametto, Elaine Weitzman, Janice Greenberg, Enhancing preschool educators’ ability to facilitate conversations during shared book reading, Journal of Early Childhood Literacy, 10.1177/1468798413478261, 14, 1, (105-140), (2013).
• Peter J. Cooper, Zahir Vally, Hallam Cooper, Theo Radford, Arthur Sharples, Mark Tomlinson, Lynne Murray, Promoting Mother–Infant Book Sharing and Infant Attention and Language Development in an Impoverished South African Population: A Pilot Study, Early Childhood Education Journal, 10.1007/s10643-013-0591-8, 42, 2, (143-152), (2013).
• Bridget A. Walsh, Katherine Kensinger Rose, Impact of Adult Vocabulary Noneliciting and Eliciting Questions on the Novel Vocabulary Acquisition of Preschoolers Enrolled in Head Start, Journal of Research in Childhood Education, 10.1080/02568543.2012.712085, 27, 1, (31-45), (2013).
• Elefteria Beazidou, Kafenia Botsoglou, Maria Vlachou, Promoting emotional knowledge: strategies that Greek preschool teachers employ during book reading, Early Child Development and Care, 10.1080/03004430.2012.678490, 183, 5, (613-626), (2013).
• Roberta Levitt, R. H. Red Owl, Effects of early literacy environments on the reading attitudes, behaviours and values of veteran teachers, Learning Environments Research, 10.1007/s10984-013-9140-z, 16, 3, (387-409), (2013).
• Judith Lysaker, Clare Tonge, Learning to Understand Others Through Relationally Oriented Reading, The Reading Teacher, 10.1002/trtr.1171, 66, 8, (632-641), (2013).
• Lindsay R. Dennis, Sharon A. Lynch, Nancy Stockall, Planning Literacy Environments for Diverse Preschoolers, Young Exceptional Children, 10.1177/1096250612437745, 15, 3, (3-19), (2012).
• Clodie Tal, Discourse and Reflection Competencies Developed by Student Teachers through Repeated Children’s Book Read Alouds: A Multiple Case Study, ISRN Education, 10.5402/2012/308198, 2012, (1-10), (2012).
• Jo Florence Fletcher, Janinka Greenwood, Michael Grimley, Faye Parkhill, Niki Davis, What is happening when teachers of 11–13-year-old students take guided reading: a New Zealand snapshot, Educational Review, 10.1080/00131911.2011.625112, 64, 4, (425-449), (2012).
• Staci Jordan, Gloria L. Miller, Karen Riley, Enhancements of Dialogic Reading for Young Children With Down’s Syndrome, Young Exceptional Children, 10.1177/1096250611425025, 14, 4, (19-30), (2011).
• Gayle L. Macklem, Gayle L. Macklem, Emotion Regulation Training at Tiers 1, 2, and 3, Evidence-Based School Mental Health Services, 10.1007/978-1-4419-7907-0, (107-140), (2011).
• Pauline Davey Zeece, Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections, Early Childhood Education Journal, 10.1007/s10643-009-0360-x, 37, 5, (345-350), (2009).
• Rosalind Duplechain, Ronald Reigner, Abbot Packard, Striking Differences: The Impact of Moderate and High Trauma on Reading Achievement, Reading Psychology, 10.1080/02702710801963845, 29, 2, (117-136), (2008).
• Tonda Liggett, Frames of Reference: The Impact of Race on Teaching Strategy and Classroom Discussion, The Urban Review, 10.1007/s11256-008-0087-9, 40, 4, (386-402), (2008).
• Katharina Voltmer, Maria von Salisch, The feeling thinking talking intervention with teachers advances young children’s emotion knowledge, Social Development, 10.1111/sode.12586.
• Brittany M. Brewer, Allison Phillippe, Comprehending Character: Unlocking the Potential of Perspective‐taking, The Reading Teacher, 10.1002/trtr.2085.

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