Effectiveness of a Program of Family Involvement in Reading Students of 1st Primary // Eficacia de un programa de implicación familiar en la lectura de alumnado de 1o de Educación Primaria

Monfort, J.; González, Arturo Galán; Puig, Marta López-Jurado

doi:10.1387/revpsicodidact.14889

Cited by 5 publications

(3 citation statements)

References 18 publications

(18 reference statements)

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“…The involvement of this student's family with the PRCO, through the support and assistance with performing home tasks similar to those presented in the sessions, can be considered a differential in relation to the other participants of the program. This finding corroborates the literature, which reports the importance of family participation in the teaching-learning process of reading and writing (25) .…”

Section: Discussionsupporting

confidence: 92%

Compreensão de leitura em disléxicos após programa de intervenção

Martins

Cárnio

2020

CoDAS

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RESUMO Objetivo Elaborar um programa terapêutico fonoaudiológico e verificar seus efeitos na compreensão de leitura de escolares disléxicos. Método Participaram do estudo onze escolares de 4º e 5° anos do ensino fundamental, diagnosticados com Dislexia do Desenvolvimento, com idades entre nove e onze anos, sendo oito meninos. Todos foram submetidos ao programa terapêutico fonoaudiológico com 16 sessões, divididas em quatro níveis de complexidade. Em cada sessão, foram utilizados um texto adaptado com a Técnica de Cloze e tarefas de Compreensão Textual e Ortografia. Os sujeitos realizaram avaliação da compreensão leitora no pré e no pós-teste com um texto do Teste de Compreensão Leitora de Textos Expositivos, adaptado com a Técnica de Cloze estrutural sem apoio, seguido da Avaliação dos Níveis de Compreensão de Leitura. Resultados Os sujeitos apresentaram melhor desempenho na compreensão leitora no pós-teste, tanto no preenchimento do texto adaptado com a Técnica de Cloze e nas respostas às Perguntas de Compreensão Textual quanto no nível de compreensão de leitura atingido. Conclusão O programa elaborado gerou melhor desempenho na compreensão leitora dos escolares disléxicos e na motivação para a leitura. A Técnica de Cloze e as Perguntas de Compreensão Textual foram instrumentos úteis para desenvolver e apontar mudanças na compreensão de leitura dos sujeitos desta pesquisa. Trata-se de estudo relevante, por elaborar e verificar os efeitos de um programa específico de remediação para disléxicos, com uma proposta de aplicação de textos usando a Técnica de Cloze e aliando-a a outras tarefas diversificadas de compreensão de leitura textual e ortografia.

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Section: Discussionsupporting

confidence: 92%

Compreensão de leitura em disléxicos após programa de intervenção

Martins

Cárnio

2020

CoDAS

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“…Consideramos que los hábitos lectores, en concreto, es una necesidad a tener en cuenta para fomentar su desarrollo. De este modo, estudios como el de Izquierdo, Sánchez y López (2019) y el de Mora-Figueroa, Galán y López-Jurado (2016), determinan que la implicación familiar influye en el hábito lector. Más concretamente, los estudiantes confirman que la preocupación de la familia por su trabajo en el colegio preguntándoles diariamente acerca del mismo, les ha influido positivamente en su hábito lector.…”

Section: Discusión Y Conclusionesunclassified

Desde la implicación en el hogar de las familias a la facilitación de los docentes en un contexto multicultural

Vicente

Segura

Martínez

2019

REIFOP

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Familia y escuela deben permanecer unidas en la responsabilidad compartida de educar a niños y jóvenes. Desde este trabajo, nos planteamos conocer cuál es la implicación de las familias en la educación escolar desde el hogar, y en qué medida los docentes propician esta implicación. El estudio forma parte de una investigación (evaluativa y colaborativa) más amplia, con participación de 3506 familias y 225 docentes, de las etapas de Educación Infantil, Primaria y ESO, en un contexto socio cultural en el que prima la multiculturalidad. La información se ha obtenido a partir de cuestionarios (uno destinado a las familias y otro a los docentes), creados ad hoc, que contaban con siete dimensiones, de las cuales aquí sólo utilizamos los 14 ítems de la dimensión “Implicación de las familias en la educación escolar desde el hogar”. Dichos instrumentos de recogida de información tuvieron en cuenta las necesidades idiomáticas de las familias (español, árabe e inglés) y de los docentes (español). La fiabilidad de los instrumentos fue alta (Alfa de Cronbach de 0,876 y 0,982). El análisis de resultados pone de manifiesto que las familias valoran muy positivamente su implicación desde el hogar y, al mismo tiempo, matizados siempre por el propio contexto multicultural, los docentes se muestran facilitadores de la mencionada implicación. Se destaca la afición por la lectura y la promoción de actividades culturales como las acciones mejorables. Family and school must stand together in the shared responsibility of educating children and young people. From this work, we ask to know what is the involvement of families in education from home, and what teachers promote this involvement. The study, is part of a broader research (evaluative and collaborative), with the participation of 3506 families and 225 teachers have participated, of the Educational stages of Preschool, Primary and Secondary, in a multicultural context. The information was obtained from questionnaires (one for families and one to teachers), created ad hoc, with seven dimensions, and here only use 14 items in the dimension "Family involvement in education from home”. These instruments for collecting information were considered the language needs of families (Spanish, Arabic and English) and teachers (Spanish). The reliability of the instruments was high (Cronbach's alpha of 0.876 and 0.982). The analysis of results shows that families valued very positively its involvement from the home and, at the same time, teachers are facilitators of mentioned involvement. It highlights the hobby of reading and the promotion of cultural activities such as improved actions.

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“…To read is to enter a community that transcends individuality from collectivity. This is why reading and its promotion are so important, both at school and in the family [3], insofar as familyschool collaboration will facilitate the acquisition of significant reading skills that will result in the overall learning of the subjects [4].…”

Section: Introductionmentioning

confidence: 99%

Pedagogical importance of reading literacy. A comparative study on PISA

Rosado-Castellano,

Martín-Sánchez

2023

AiBi Revista de Investigación, Administración e Ingeniería

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Reading, as complex cognitive activity, has become the focus of numerous national and international studies from a comparative perspective. This research analyses the Programme for International Student Assessment (PISA) over the last few years due to, according to the results, the low performance presented by Spanish students in reading skills. This low result is shown in the different stages analysed and it is even worse if it is considered the 2006 and 2018 reports since in those years worst results were achieved (461 and 477 points respectively). In order to do this, different factors that have an influence on reading skills are analysed. It is done a comparative and longitudinal research from 2000 to 2018 that considers all the results provided by OECD. With that data in mind and the purpose of understanding them and contextualize those factors that could rise to them, other elements are studied, such as the presence of the reading skills in the Spanish legislation, the investment made in Secondary Education, the rate of students who finish Compulsory Secondary School, as well as the evolution that school libraries have had in terms of number, uses or the participation of families and the environment in them. These aspects are analysed in a way that is compared with the reading performance obtained throughout the PISA studies. Finally, the approach of the PISA reports justifies its use as a reference for a qualitative and global understanding of the aspects that interfere with appropriate reading skills in fifteen-year-old students. This goes beyond numerical results.

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Effectiveness of a Program of Family Involvement in Reading Students of 1st Primary // Eficacia de un programa de implicación familiar en la lectura de alumnado de 1o de Educación Primaria

Cited by 5 publications

References 18 publications

Compreensão de leitura em disléxicos após programa de intervenção

Compreensão de leitura em disléxicos após programa de intervenção

Desde la implicación en el hogar de las familias a la facilitación de los docentes en un contexto multicultural

Pedagogical importance of reading literacy. A comparative study on PISA

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