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

Family environment strongly influences many aspects of education. A section of the school population that requires special attention are those students with a learning disability, especially those with reading problems, which make up the largest group of students with special educational needs. Through the family literacy programme “Would you read me a story, please?”, this study aims to ascertain whether the commitment of parents in the education of their children in reading is an effective means to improve their learning. For this, a quasi-experimental design with pretest-posttest control group was performed. There were 206 participants, students from 1st year of Primary Education from five different schools and their families. Family Involvement variable was assessed through a record of weekly monitoring completed by each family. The Reading Performance was assessed before and after programme implementation though PROLEC-R. The results show significant differences on all subscales of reading performance between the group of students who participated in the programme and those who did not follow, whether showing normal performance at the beginning of the investigation or having a possible reading disability. The number of students at risk of reading disability in the pretest is more reduced in the experimental group than in the control group.El entorno familiar influye notablemente en numerosos aspectos educativos. Una parte de la población escolar que requiere atención especial son los alumnos que presentan Dificultades de Aprendizaje en la Lectura (DAL). A partir del programa de lectura en familia “¿Me lees un cuento, por favor?”, se busca comprobar si la implicación de los padres en la lectura de sus hijos mejora su aprendizaje. Para ello se realizó un diseño cuasi-experimental pretest-postest con grupo de control. Los participantes fueron 206 alumnos de 1º de Educación Primaria escolarizados en cinco colegios y sus familias. La variable Implicación Familiar se valoró a través de las hojas de registro semanal que rellenaban las familias para documentar cómo era su seguimiento del programa. El Rendimiento Lector (RL) se evaluó antes y después del programa mediante la batería de lectura PROLEC-R. Los resultados de todas las escalas del RL muestran diferencias significativas entre los grupos que participaron en el programa y los que no lo hicieron, tanto si mostraban un RL normal al inicio de la investigación como si presentaban una posible Dificultad de Aprendizaje en la Lectura. El número de alumnos en riesgo de sufrir una DAL al finalizar el programa se reduce más en el grupo experimental