Conference Program

In recent years, research on reading and reading aloud has increasingly emphasized participatory approaches that actively involve learners in the construction of meaning. Within this perspective, the dialogical-transformative paradigm highlights the role of readers’ engagement and the potential of dialogic reading practices to foster equitable participation in the classroom (Murray et al., 2022). Research has shown that structured reading and shared read-aloud activities can support the development of linguistic and interpretative skills across different age groups (Batini, 2022; Giusti, 2025; Hoffmann, 2024). However, the organization of interaction during read-aloud sessions remains a central methodological question.

This paper presents an empirical classroom study that investigates the use of dialogic interruptions during the reading aloud of Carlo Collodi’s The Adventures of Pinocchio (1883/2014), carried out in the context of the bicentenary of the author’s birth. The study explores how strategically placed dialogic prompts may enhance students’ narrative comprehension, imaginative engagement, and participation during a teacher-led read-aloud session. The study is theoretically grounded in Spinner’s (2004) reflections on dialogic interruptions during reading aloud. According to Spinner, interruptions should be limited and placed at narratively significant moments in order to support students’ imaginative involvement without fragmenting the narrative flow. Rather than leading to a systematic analysis of the text, these prompts aim to stimulate anticipatory thinking, perspective-taking, and reflective engagement with literary characters and events.

To explore this approach, the study focuses on the episode in which Pinocchio enters the puppet theatre and encounters the puppeteer Mangiafoco. This narrative sequence is particularly suitable for dialogic interaction because it develops through a progressive build-up of tension: the curious entry of the protagonist into the theatre, the unexpected reaction of the puppets, the threatening appearance of Mangiafoco, and the uncertainty surrounding Pinocchio’s fate before the final resolution. Such moments of suspense correspond to the structurally significant points in the narrative that Spinner identifies as particularly appropriate for dialogic interruptions. During the read-aloud sessions, the researcher, acting as the reader, introduces a small number of open prompts at carefully selected points in the narrative. These interruptions are designed to fulfil different dialogic functions described by Spinner, such as encouraging anticipation about forthcoming events, inviting students to adopt the perspective of characters, and stimulating reflection on the behaviour and motivations of the protagonists. Particular attention is given to maintaining the balance between narrative immersion and dialogic reflection.

The research adopts a qualitative empirical design conducted in a classroom context. Data collection includes classroom observation, audio recordings of the read-aloud sessions and subsequent discussions. In addition to analysing classroom interaction, the study aims to produce a practical outcome: a structured description of the specific moments in the narrative where dialogic interruptions may be introduced. By identifying these moments, the study not only implements Spinner’s dialogically structured read-aloud approach but also provides a structured set of dialogic questions and example responses based on the Mangiafoco episode, designed as a model for a read-aloud classroom session that teachers can reuse or adapt.