Efectos de la implicación familiar en estudiantes con riesgo de dificultad lectora

Mora-Figueroa, Juan; González, Arturo Galán; López-Jurado, Marta

doi:10.18239/ocnos_2016.15.1.866

Cited by 7 publications

(6 citation statements)

References 19 publications

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“…With respect to the decoding variable, an improvement was found in the scores for both word reading and reading without meaning. This confirms the positive effect of an HLE (A) program on reading recognition, in accordance with the data found by Mora-Figueroa et al (2016) and Niklas and Schneider (2014) [ 14 , 34 ]. In their respective studies, these researchers observed an improvement in reading decoding (identification of letters, and recognition of words and pseudowords) following the application of HLE (A) programs.…”

Section: Discussionsupporting

confidence: 92%

“…In accordance with our expectations, it can be stated, following analysis of the data, that between the first and last evaluation—that is, after two academic years—improvements were found in all variables, except in verbal fluency, for which scores did not increase, but were positioned around the population mean. Thus, in line with the results obtained by other authors, we were able to demonstrate the efficacy of the HLE (A) program for the improvement of psycholinguistic variables associated with reading [ 4 , 14 , 34 , 38 ].…”

Section: Discussionsupporting

confidence: 91%

“…As such, it can be stated that the intervention had a positive effect on the former. The data obtained in this study following the initial 9 months of the HLE (A) program’s application are similar to those found by Mora-Figueroa et al (2016) [ 34 ], who verified the efficacy of a family involvement program in improving oral comprehension in a group of children between 6 and 7 years old—the same age range as our sample subsequent to the first training period.…”

Section: Discussionsupporting

confidence: 89%

“…Meanwhile, Mora-Figueroa et al (2016) [ 34 ] assessed performance in reading decoding and listening comprehension, among other variables, in a sample of 206 students (between 6 and 7 years old)—by means of tasks, drawn from the PROLEC-R test, comprising the reading of words and pseudowords and listening comprehension [ 35 ]—before and after the application of an HLE (A) program that consisted of shared reading tasks and the child reading aloud (three times per week in both cases, for 10 or 15 min), for 12 weeks. After analyzing the data, the researchers found a significant improvement in the reading and oral comprehension performance of the group of participants who undertook the training (a group of 156 children) in comparison to the group without any intervention (a control group of 50 students).…”

Section: Introductionmentioning

confidence: 99%

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Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Romero-González

Lavigne-Cerván

León

et al. 2021

IJERPH

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(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Romero-González

Lavigne-Cerván

León

et al. 2021

IJERPH

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“…Consideramos que toda intervención ha de ser global y debe incluir el entorno familiar para que este no se transforme en un espacio de malestar emocional y desarrollo de problemas de convivencia (Musitu, Estévez, Jiménez y Vega, 2011). El compromiso familiar en el proceso educativo de los hijos en relación con el rendimiento ha sido confirmado en numerosos estudios (Fajardo, Maestre, Felipe, León y Polo, 2017;Mora-Figueroa, Galán y López-Jurado, 2016). La familia también puede actuar como un espacio de entrenamiento en habilidades sociales, proporcionando experiencias positivas para establecer relaciones sociales adecuadas.…”

Section: Discussionunclassified

Los Padres Ante El Ciberacoso: Factores De Protección

Jiménez

Rubio

Navarro

2017

Bordón

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INTRODUCCIÓN. El bullying es una conducta de violencia entre iguales caracterizada por la persistencia, la intencionalidad y el desequilibrio de poder entre agresores y víctimas. Cuando los ataques se producen a través de las TIC hablamos de ciberbullying. El rol del padre y de la madre en el bullying podría trasladarse al ciberbullying, aunque todavía no hay muchos estudios sobre esta temática. Los estudios sobre la familia en relación con el ciberbullying se han centrado, básicamente, en dos aspectos: su papel de mediación en el uso de las TIC y la influencia de la comunicación familiar. Este trabajo tiene como objetivo analizar la influencia de la mediación del padre y de la madre en el uso de las TIC y la comunicación familiar, incorporando la percepción de los padres y de las madres de la comunicación con los hijos, sobre la victimización en el ciberbullying. MÉTODO. En estudio han participado 938 padres y madres de estudiantes de Enseñanza Obligatoria Secundaria y 1º de Bachillerato. Los adolescentes han completado el Cuestionario de Ciber- Bullying-Victimización y el Cuestionario de Evaluación de la Comunicación Familiar, los padres el Cuestionario de Evaluación de la Comunicación Familiar adaptado para padres y una escala de Mediación Parental. RESULTADOS. Los resultados ponen de manifiesto una relación lineal significativa entre las variables familiares y la victimización en el ciberbullying. Indican un patrón diferencial según el sexo de los adolescentes y la significación, en ambos casos, de la comunicación evitativa de los hijos. DISCUSIÓN. Los resultados, que destacan la relevancia del contexto familiar en los comportamientos de acoso online en los hijos, tienen implicaciones para la intervención de los profesionales de la intervención socioeducativa.

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Hábito lector en estudiantes de primaria: influencia familiar y del Plan Lector del centro escolar.

Díaz¹,

Soto²

2019

revistafuentes

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In Primary School reading competence is a fundamental part of linguistic communication competence. And it has also been determined that its development in the early stages of education favors the academic success of students. Considering these ideas, a pilot study limited to one educational centre was carried out, a transversal cut, using a survey of closed-ended questions, on the value of the family in the development of the reading habit, investigating and showing the implications of this in the development policy of the Reading Plan and analysing whether this implication influenced the academic results of the students. This survey was administered to a sample of 51 students in the third year of Primary school. The management of the centre and the coordinators of the section were also interviewed. Once the results were obtained, the data obtained corroborated that the reading habit of the students is associated above all with school tasks and not so much with the taste or pleasure of reading in leisure time. It has also been determined that the attitude of the family has a clear influence on the development of the reading habit. And, finally, it could be verified that the academic performance of the students was related to this habit. It concludes with an emphasis on the necessary training of teachers to encourage the students' reading habits and family involvement in the Reading Plan.

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Efectos de la implicación familiar en estudiantes con riesgo de dificultad lectora

Cited by 7 publications

References 19 publications

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age

Los Padres Ante El Ciberacoso: Factores De Protección

Hábito lector en estudiantes de primaria: influencia familiar y del Plan Lector del centro escolar.

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