Literacy Practices of Primary Education Children in Andalusia (Spain): A Family-Based Perspective

Autor/inn/en	Moreno-Morilla, Celia; Guzmán-Simón, Fernando; García-Jiménez, Eduardo
Titel	Literacy Practices of Primary Education Children in Andalusia (Spain): A Family-Based Perspective
Quelle	In: British Educational Research Journal, 45 (2019) 1, S.117-136 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moreno-Morilla, Celia) ORCID (Guzmán-Simón, Fernando) ORCID (García-Jiménez, Eduardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3487
Schlagwörter	Literacy; Elementary School Students; Spanish; Native Language; Family Environment; Family Literacy; Factor Analysis; Literacy Education; Correlation; Educational Environment; Foreign Countries; Family Role; Spain + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Spanisch; Familienmilieu; Faktorenanalyse; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01