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The article describes the communicative and interactive processes in groups of kindergarten children engaged in text reading/understanding tasks through the functional use of IWB. The aim is to use specific methodologies and teaching aids to assess whether and how it is possible to stimulate and facilitate inferential skills development with the learner's active involvement. In this understanding process, the basic function is carried out by an adult who controls the interaction between peersdoi:10.7358/ecps-2014-010-marz fatcat:xsjk55ndwvbdvdztio76q6px6m