La letteratura scientifica a supporto della Lettura Dialogica è ampia e diffusa. La produzione scientifica, a partire dai primi anni ’80, si sviluppa in tre diverse fasi qui sintetizzate.

Prima fase, anni ’80: in questa fase la Lettura Dialogica si rivolgeva soprattutto alle famiglie con importanti deficit relazionali e educativi, caratterizzate da genitori che dedicavano poco tempo ai bambini o comunque in cui vi era una scarsa presenza e interazione fra bambini e genitori, spesso per esigenze lavorative o per gap culturali. Lo scopo della Lettura Dialogica era di offrire supporto, attraverso gli insegnanti, ai bambini e cercare di completare il più possibile il gap di alfabetizzazione;

Seconda fase, anni ’90-2000: la Lettura Dialogica si estende a fasce d’età più ampie e a bambini con un livello di alfabetizzazione normale. Se infatti il metodo era nato come soluzione per affrontare problematiche di disagio e scarsa alfabetizzazione nei bambini più piccoli in età scolastica, esso in realtà si rivelava altrettanto efficace anche nei bambini più grandi e con minori disagi familiari ed anche con situazioni familiari del tutto regolari. In sostanza la Lettura Dialogica era in grado di offrire un valido supporto allo sviluppo del bambino nel suo insieme. Gli studi quindi si orientano ad indagare con più attenzione questo aspetto;

Terza fase, anni 2010 in avanti: Confermata l’efficacia del metodo, gli studi più recenti svolti in classi eterogenee, frequentate quindi da bambini con livelli di maggiore o minore alfabetizzazione oltre a bambini con disagi o difficoltà di sviluppo, si è potuto constatare che la Lettura Dialogica esercitava un significativo beneficio anche in quei bambini con evidenti difficoltà o problematiche che vanno dalla dislessia all’autismo.

Riportiamo qui di seguito un primo elenco, parziale e non esaustivo, di studi condotti sulla Lettura Dialogica.

ll primo studio pubblicato risale al 1988 e si basa su una estesa ricerca condotta negli Stati Uniti durante gli anni ’80. Esso prende lo spunto dai primi studi sull’Interactive Reading Model da David E. Rumelhart del 1977.

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Seguono successivi studi:

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