Impact of Family Support on the Reading Performance of Secondary School Students
DOI:
https://doi.org/10.5281/zenodo.13381945Keywords:
family support, reading performance, reading comprehensionAbstract
The role of the family is crucial in the development of reading skills in secondary school students, influencing their academic performance. This study examines the impact of family support on the reading habits of 300 students from three educational institutions. Through a reading comprehension test and a questionnaire on family support, significant correlations were identified between family support and reading performance. The results show that 68% of the students achieved an adequate level of reading comprehension, while the remaining 32% did not. Although the correlation between family support and reading performance was positive and significant, it was of low intensity (r = 0.154, p = 0.008). The academic and emotional dimensions of family support were the most influential. These findings highlight the importance of a family environment that actively promotes reading skills to improve academic achievement.
Downloads
References
Almeida, S. (2022). Algunas causas del bajo nivel de la comprensión lectora en la educación actual. Revista Científica de la Facultad de Filosofía – UNA, 14(1), 116-130. https://revistascientificas.una.py/index.php/rcff/article/view/2717
Banco Mundial. (2021). Informe sobre la crisis de comprensión lectora en América Latina.
Banco Mundial, UNICEF, & UNESCO. (2022). Dos años después: salvando a una generación. https://www.bancomundial.org/es/news/press-release/2022/06/23/education-latin-america
Burbano, C., Josa, J., y Ortega, J. (2021). Incidencia del contexto familiar en la comprensión lectora de los estudiantes del grado noveno de una institución educativa del Valle de Sibundoy, Putumayo. Corporación Universitaria Iberoamericana. https://repositorio.ibero.edu.co/entities/publication/4032b7ea-fca5-4c2e-a322-2ce14bbf9bb0
Cabanillas, S. (2023). Influencia del entorno familiar y su relación con la comprensión lectora en los estudiantes del primer grado de secundaria de la institución educativa Micaela Bastidas de Breña-Lima UGEL 03.
Epstein, J. L. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction. Holt, Rinehart and Winston.
Ministerio de Educación del Perú. (2022). Reporte de resultados PISA 2022 Perú. Oficina de Medición de la Calidad de los Aprendizajes.
Ministerio de Educación (2021). Estudio Virtual de Aprendizajes- EVA 2021. http://umc.minedu.gob.pe/resultadoseva2021/
Piaget, J. (1969). The Mechanisms of Perception. Basic Books.
Solé, I. (2001). Estrategias de lectura. Graó.
Tarazona, L., y Trujillo, G. (2024). Acompañamiento familiar y comprensión de textos en estudiantes de primaria de una institución educativa privada de Chorrillos. Instituto para la Calidad de la Educación, Escuela Profesional de Educación. https://repositorio.usmp.edu.pe/bitstream/handle/20.500.12727/14539/tarazona_dlcl_trujillo_pgn.pdf?sequence=1&isAllowed=y
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vélez, V. (2023). Influencia del acompañamiento familiar en el rendimiento académico del área de lengua y literatura. Tavira. Revista electrónica de formación de profesorado en comunicación lingüística y literaria, (28), 1-13. http://portal.amelica.org/ameli/journal/822/8224162005/
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
