Family Habits and Attitudes towards Reading in a Multicultural Context

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Silvia Corral-Robles, Ligia Isabel Estrada-Vidal, Ana M. Rico-Martín, María-José Molina-García


Reading is essential in our daily lives to be able to develop as individuals in the societies in which we live, being relevant its learning at early ages. However, not only the teacher is the driving force behind this learning process, but also the family. The aim of this study is to find out about the attitudes and habits that families have regarding the process of learning reading literacy skills, that is, to know about their involvement degree in this process, as well as how much the latter affects to this learning process. To this end, the study was conducted through an ad hoc online questionnaire sent to 101 families with the help of the schools of their children. The results indicate that both the attitudes and the habits of the families are very appropriate, and there is a strong positive relationship between the two. Nonetheless, attitudes appear in a higher rate among the responses of parents. For this reason, it is still necessary to develop informative or training actions so that families are more aware of the effect of their involvement in their children’s process of learning to read. Furthermore, these training actions aimed at families can also be a way of improving their reading habits at home.

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