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Literacy practices of primary education children in Andalusia (Spain): A family‐based perspective
Author(s) -
MorenoMorilla Celia,
GuzmánSimón Fernando,
GarcíaJiménez Eduardo
Publication year - 2019
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3487
Subject(s) - literacy , perspective (graphical) , psychology , categorical variable , family literacy , developmental psychology , early literacy , mathematics education , pedagogy , machine learning , artificial intelligence , computer science
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.