Romero-González Marta, Lavigne-Cerván Rocío, Gamboa-Ternero Sara, Rodríguez-Infante Gemma, Juárez-Ruiz de Mier Rocío, Romero-Pérez Juan Francisco
Department of Developmental and Educational Psychology, University of Malaga, Malaga, Spain.
Centro de Neurociencias Infantojuvenil, Neuropsipe, Malaga, Spain.
Front Psychol. 2023 Sep 22;14:1261662. doi: 10.3389/fpsyg.2023.1261662. eCollection 2023.
Studies highlight the benefits of active Home Literacy Environment on learning and reading habits. This model is based on harnessing family involvement, resources and capabilities to create learning opportunities around reading, engaging in practices related to written language at home. However, it is less common to find applied research with children from the age of six, with older ages and already initiated in reading decoding. The aims are confirming and improving the expectations of families and teachers of a group of children (6-8 years old) regarding the effect of an active Home Literacy Environment program on the improvement of affective relationships between parents and children, reading performance, and children's reading motivation. The method and procedure followed included carrying out an active Home Literacy Environment program for 18 months with a group of children (aged 6 to 8 years), their families and their teachers, and measures of all variables were collected at four times, using an instrument designed for families and teachers. The results show that participants had high expectations about the influence of the Home Literacy Environment on the improvement of all variables even before the implementation of the program, improving their expectations about its effects on positive affective relationships at home and on reading achievement after the intervention. In conclusion, we suggest the need to continue investigating the effects of the active Home Literacy Environment program applied to children aged 6 to 8 years, older than those traditionally investigated. As well as their effects on family relationships, reading ability, and reading motivation.
研究强调了积极的家庭读写环境对学习和阅读习惯的益处。该模式基于利用家庭参与、资源和能力，围绕阅读创造学习机会，在家中开展与书面语言相关的活动。然而，针对6岁及以上已开始阅读解码的儿童进行应用研究的情况较为少见。研究目的是证实并提升一组儿童（6 - 8岁）的家庭和教师对于积极的家庭读写环境计划对改善亲子情感关系、阅读表现及儿童阅读动机的效果的期望。所采用的方法和程序包括对一组儿童（6至8岁）、他们的家庭和教师开展为期18个月的积极家庭读写环境计划，并使用专门为家庭和教师设计的工具在四个时间点收集所有变量的测量数据。结果显示，即使在该计划实施之前，参与者对家庭读写环境对所有变量改善的影响就抱有很高期望，干预后他们对其在家中积极情感关系和阅读成绩方面影响的期望有所提高。总之，我们建议有必要继续研究应用于6至8岁儿童（比传统研究对象年龄更大）的积极家庭读写环境计划的效果，以及其对家庭关系、阅读能力和阅读动机的影响。
