El contexto sociofamiliar y su incidencia en el rendimiento lector del estudiante en PISA

  1. Esteban Vázquez Cano 1
  2. Ana María de la Calle Cabrera 2
  3. Carlos Hervás-Gómez 3
  4. Eloy López Meneses 4
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Loyola Andalucía
    info

    Universidad Loyola Andalucía

    Sevilla, España

    ROR https://ror.org/0075gfd51

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  4. 4 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Journal:
Ocnos: revista de estudios sobre lectura

ISSN: 2254-9099 1885-446X

Year of publication: 2020

Issue Title: Prácticas literarias digitales: leer, escribir y conversar de literatura en línea

Volume: 19

Issue: 1

Pages: 43-54

Type: Article

DOI: 10.18239/OCNOS_2020.19.1.2122 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Ocnos: revista de estudios sobre lectura

Abstract

This study aims to analyse the influence of parents’ educational level, profession and their educational role on the reading performance of their sons and daughters in a comparative way between English and Spanish-speaking countries. The study is approached from a multilevel analysis and binary logistic regression. The results show that the sociofamiliar context provides a prediction around 20% in Spanish-speaking countries and 15% in English-speaking countries. The most significant incidence is produced by the average educational level of the parents and their interest of the parents in the school activities and the educational support to their children in both blocks of countries.

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