Family Influence as a Literacy Context on the Development of Reading Motivation
The assumption of the constructivist and interactive paradigm of reading has promoted the study of aspects that transcend the cognitive skills involved in the act of reading, such as reading motivation. With the aim of studying this construct in the Spanish context, we designed a tool for the valida...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/61421 |
| Acesso em linha: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/61421 |
| Access Level: | acceso abierto |
| Palavra-chave: | Family literacy Family education Primary basic education Reading Reading motivation Alfabetización familiar Educación familiar Educación básica primaria Lectura Motivación lectora |
| Resumo: | The assumption of the constructivist and interactive paradigm of reading has promoted the study of aspects that transcend the cognitive skills involved in the act of reading, such as reading motivation. With the aim of studying this construct in the Spanish context, we designed a tool for the validation of which ex post facto quantitative research was developed with schoolchildren from 8 to 12 years (N=700) where the link between the family’s performance as a literacy context and the student motivation rate was explored. The results confirm the validity of the instrument and show the positive influence of family actions around reading on the development of intrinsic reading motivation, as well as its positive correlation with reading habits. In addition, there is a significant association between family socio-economic status and both intrinsic reading motivation and the degree of perception of the family as a literacy context. |
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