Literacy practices of primary education children in Andalusia (Spain): A family‐based perspective

Abstract

Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non‐experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self‐report questionnaire about children's home‐literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy‐promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy‐promoting agents and thought of literacy learning as restricted to formal or academic spaces.

The Role of Principals in Children’s Literacy Culture for Elementary School

“…The basic skills that need to be developed by children are reading and writing. Taking the perspective of Andalusian families in practice in the family environment, they are not aware of their role in literacy efforts by their children, as a result families often do not pay attention to various literacy cultures especially in literacy practices at home [3]. Literacy activities are related to reading and writing activities.…”

Volviendo a pensar la alfabetización a través de los métodos mixtos: un estudio desde la mirada de los alumnos, las familias y el profesorado en la Educación Primaria en España

“…The complexity and heterogeneity of literacy processes have been approached using different methodologies. Literacy research has relied on the use of quantitative methodologies (Borrero & Yeh, 2010;Moreno-Morilla, Guzmán-Simón, & García-Jiménez, 2019;Poveda & Sánchez, 2010) as well as qualitative methodologies, although the latter have prevailed, as shown by Pahl and Rowsell's (2012) and Rowsell and Pahl's (2015) review work. Mixed methods have also been used to address the study of literacy (Pellegrini & Galda, 2003).…”