Prácticas alfabetizadoras y motivación lectora en familias con hijos e hijas en Educación Infantil
DOI:
https://doi.org/10.24310/isl.20.1.2025.20602Keywords:
Family, Literacy, Reading, Children, HomeAbstract
The home literacy environment is an influential factor in children’s reading motivation and language skills development. This exploratory study analyzes the home literacy environment from the perspective of families with children in preschool education. The participants were 612 families from Asturias (Spain) who responded to the Home Literacy Environment Questionnaire (Farver et al., 2006), establishing three dimensions of study: parents’ literacy involvement, parents’ literacy habits, and children’s perceived interest in literacy. The data were analyzed using SPSS.27. After checking the normality of the data and confirming the factor structure (EFA) of the original version of the instrument, descriptive analyses showed high values for all factors, suggesting a high level of family involvement in their children’s literacy process. In addition, contrast analyses indicated differences associated with gender, showing moderately higher involvement by mothers; employment status, indicating better literacy habits in non-working families; and family income, showing a higher interest in literacy among children from families with higher incomes. Finally, regression analyses showed that the greater the involvement of families in the household, the greater the interest of sons and daughters in literacy.
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