Chiara Carletti
The introduction of virtual reality in school contexts calls into question the pedagogical dimension of reading and its connections with embodiment, imagination, and educational agency. This paper presents the results of a pilot experience of silent reading in virtual reality (VR) environments, carried out by the University of Siena within the project “Leggere: forte! Ad alta voce fa crescere l’intelligenza”, promoted by the Tuscany Region, and aimed at lower and upper secondary school students. The paper reflects on the educational value of immersive silent reading as an individual yet deeply relational practice, whose generative potential is fully realized through dialogic elaboration.