Claudia Capaci, Marika Cardinale, Gabriella Ferrara
Reading aloud can be understood as a dialogic and multimodal practice that engages phonological, prosodic, and auditory-feedback systems. Neuroimaging studies suggest activation of a predominantly left-hemisphere reading network, with additional executive-control demands often observed in second language (L2) contexts. In first language (L1) settings, readaloud practices have been associated with vocabulary development, prosodic sensitivity, and socio-emotional engagement; in L2 settings, their effects appear to depend more strongly on learner profiles, task design, and instructional scaffolding. The production effect may support recall in L1 and, when embedded in repeated and meaning-oriented practice, may also contribute to fluency and comprehension in L2. This article offers a narrative review of the literature on reading aloud in L1 and L2 contexts, integrating neurocognitive, affective, and mnemonic dimensions to outline pedagogical implications for inclusive language education.