Vazquez-Cano, Esteban , DE LA CALLE CABRERA, ANA MARÍA, Hervas-Gomez, Carlos , Lopez-Meneses, Eloy
No
OCNOS
Article
Científica
0.23
01/01/2020
000540311200004
2-s2.0-85083772749
This study aims to analyse the influence of parents' educational level, profession and their educational role on the reading performance of their sons and daughters in a comparative way between English and Spanish-speaking countries. The study is approached from a multilevel analysis and binary logistic regression. The results show that the sociofamiliar context provides a prediction around 20% in Spanish-speaking countries and 15% in English-speaking countries. The most significant incidence is produced by the average educational level of the parents and their interest of the parents in the school activities and the educational support to their children in both blocks of countries.
Reading Achivement; Parent Education; Family Environment; Socioeconomic Status; Parent Participation; English; Spanish