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

Erakutsi afiliazioak +
Aldizkaria:
Ocnos: revista de estudios sobre lectura

ISSN: 2254-9099,  1885-446X

Argitalpen urtea: 2020

Zenbakien izenburua: Prácticas literarias digitales: leer, escribir y conversar de literatura en línea

Alea: 19

Zenbakia: 1

Orrialdeak: 43-54

Mota: Artikulua

DOI: 10.18239/OCNOS_2020.19.1.2122 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Ocnos: revista de estudios sobre lectura

Garapen Iraunkorreko Helburuak

Laburpena

Esta investigación pretende analizar la influencia del nivel educativo de los padres y madres, la profesión y el rol educativo de los mismos en el rendimiento lector de sus hijos e hijas de forma comparada entre países de lengua iglesa y española. El estudio se aborda desde un análisis multinivel y de regresión logística binaria. Los resultados muestran que el contexto sociofamiliar aporta una predicción entorno al 20% en países de habla española y el 15% en países de habla inglesa. La incidencia más significativa se produce por el nivel de estudios medio de los padres y la muestra de interés de los padres en las actividades escolares y el apoyo educativo hacia sus hijos en ambos bloques de países

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Datuen iturria: Dialnet