Li e acy p ac ices o p ima y
educa ion child en in Andalusia
(Spain): A amily-based pe spec i e
Celia Mo eno-Mo illa
a,
* , Fe nando Guzm
an-Sim
on
b
and
Edua do Ga c
ıa-Jim
enez
a
a
Depa men o Resea ch and Diagnosis Me hods in Educa ion, Uni e si y o Se ille,
Spain;
b
Depa men o Language and Li e a u e Teaching, Uni e si y o Se ille, Spain
P ima y school child en de elop li e acy p ac ices in a ious domains and si ua ions in e e yday li e.
This s udy ocused on he analysis o li e acy p ac ices o child en aged 8–12 yea s om he pe spec-
i e o hei amilies. 1,843 amilies pa icipa ed in he non-expe imen al explana o y s udy. The
child en in hese amilies speak Spanish as a i s language and a e schooled in his language. The
ins umen used was a sel - epo ques ionnai e abou child en’s home-li e acy p ac ices. The da a
ob ained we e analysed using ca ego ical p incipal componen s analysis (CATPCA) and analysis o
a iance (ANOVA). The esul s show he complex ela ionship be ween li e acy p ac ices de eloped
by child en in he domains o home and school and he limi ed de elopmen o a li e acy-p omo ing
‘ hi d space’. In conclusion, he amilies in ou s udy had limi ed awa eness o hei ole as li e acy-
p omo ing agen s and hough o li e acy lea ning as es ic ed o o mal o academic spaces.
Keywo ds: p ima y educa ion; socio-economic le el; digi al li e acies; amily li e acy
In oduc ion
The s udy o li e acy p ac ices and he en i onmen s in which hey a e de eloped is
i al o an unde s anding o how p ima y educa ion child en lea n o ead and w i e.
The complex de elopmen o eading and w i ing in wen y- i s -cen u y socie y p e-
sen s mul iple ypes o li e acy lea ning in di e en en i onmen s, bo h wi hin and
ou side o school (Ba on, 2001). The social alue o eading and w i ing (S ee ,
1994) is b oadly de eloped no only in he school domain, bu also in o he domains
such as he home (Neuman & Celano, 2001). Consequen ly, child en’s a ious p ac-
ices (ins i u ional and e nacula p ac ices) in e ac wi h each o he h ough he
spaces in which li e acy is de eloped (e.g. homewo k o w i ing ex messages on a
mobile phone) (Ba on & Lee, 2012).
An in e na ional compa a i e s udy, he P og ess in In e na ional Reading Li e acy
S udy (PIRLS), led by he In e na ional Associa ion o he E alua ion o Educa ion
Achie emen , compa es he eading sco es o child en du ing hei ou h yea o
school. The PIRLS epo s p oduced in 2006, 2011 and 2016 (Mullis, Ma in,
Kennedy, & Foy, 2007; Mullis, Ma in, Foy, & D ucke , 2012; Mullis, Ma in, Foy,
*Co esponding au ho . Facul ad de Ciencias de la Educaci
on, Uni e sidad de Se illa, C/ Pi o ecnia,
s/n 41013 Se illa, Spain. Email: cmo [email protected].
©2018 B i ish Educa ional Resea ch Associa ion
B i ish Educa ional Resea ch Jou nal
Vol. , No. , 2018, pp. –
DOI: 10.1002/be j.3487
& Hoope , 2017) ha e shown Spain o ha e one o he lowes a e age sco es in Eu -
ope. In ac , PIRLS 2016 showed ha Spain is only ahead o Belgium and F ance
among Eu opean coun ies. When da a a e compa ed wi h o he Eu opean coun ies
in in e na ional assessmen s, gaps in he ield o li e acy, in gene al, and eading com-
p ehension, in pa icula , ha e been iden i ied.
Simila ly, he esul s ob ained in PIRLS 2016 wi h an enla ged sample in di e en
egions o Spain showed di e ences be ween hese egions. The egion o Andalusia
(sou h o Spain) ob ained wo se esul s in 2016 han he egions o Mad id, As u ias,
La Rioja and Cas illa y Le
on. The di e ences obse ed can be ela ed o he socio-
economic s a us (SES) o he amilies in hese egions o Spain. The da a p o ided by
he INE (Spanish Na ional Ins i u e o S a is ics) show ha he majo i y o he Span-
ish popula ion a isk o po e y is concen a ed in he sou h o he coun y. Nine ou
o he 10 municipali ies o mo e han 50,000 inhabi an s wi h he highes a e o pop-
ula ion a isk o po e y a e loca ed in Andalusia (Llano O iz, 2016; Mill
an, 2016).
Theo e ical amewo k
Li e acy and he ole o he amily
The e ec o school pe o mance in ela ion o amily and con ex ual ac o s has been
he subjec o nume ous s udies. Codding on e al. (2014) s udied he ex en o which
amily cha ac e is ics and pa en al educa ional le el p edic ed school ou comes, and
mo e ecen esea ch, such as ha by de Zeeuw e al. (2015), Van Be gen e al.
(2016) and Als on-Abel and Be ninge (2017), has highligh ed he ela ionship
be ween he li e acy ac i i ies de eloped in he home and he li e acy lea ning o chil-
d en in p ima y educa ion. In pa icula , he ela ionship be ween he amily en i on-
men and he de elopmen o eading has been s udied om nume ous pe spec i es.
S
en
echal (2014) p esen s a e iew o he de elopmen o li e acy in he ‘child en’s
home’ space, and Ma ini and S
en
echal (2012) show how li e acy lea ning p omo es
sou ces in he home and he a i udes o pa en s owa ds li e acy. Subsequen ly,
Ande son e al. (2017) and Sa acho (2017) con i m he e ec s o a amily li e acy
p og amme, highligh ing he ole o eading and w i ing ac i i ies in amily li e acy.
These s udies ha e compa ed he ole o amilies in li e acy o schools’ li e acy-p o-
mo ing ole, he di e si y o li e acy-p omo ing ac i i ies pe o med in he home
domain (Dunsmo e & Fishe , 2010) and he bene icial e ec o eading expe iences
sha ed wi hin he amily (S
en
echal & Le e e, 2014).
Ne e heless, he majo i y o hese s udies ha e no in es iga ed he he e ogenei y
o ‘in isible’ o e nacula li e acy-p omo ing p ac ices in he home in a di e en ia ed
manne (Pahl & Allan, 2011), no ha e hey examined he social alue (si ua ed and
e e yday) ha hese p ac ices acqui e in he home en i onmen . Cami a (1993) and
Ba on and Hamil on (1998) de ine e nacula p ac ices as new o ms o ex e nal li -
e acy p omo ion ha a e di e en om he objec i es o child en’s school p ac ices
and ha ha e low social ecogni ion. In con as , dominan o ins i u ional p ac ices
a e desc ibed as hose ha a e c ea ed and dis ibu ed by an ins i u ion such as a
school and ha ha e high social ecogni ion.
2C. Mo eno-Mo illa e al.
©2018 B i ish Educa ional Resea ch Associa ion
The s udy o li e acy in a local con ex exempli ies he li e acy-p omo ing p ac ices
wi h which child en in e ac in a ious domains, such as he home, school o pee
communi ies (Pahl, 2002; Ma sh, 2003). The amily home, when iewed as a space
a he han as a domain, as explained in he nex sec ion, becomes a mee ing place
whe e bo h academic and amily li e acy-p omo ing p ac ices in e ac (Neuman &
Celano, 2001).
Ve nacula and ins i u ional li e acy-p omo ing p ac ices
Child en’s li e acy-p omo ing p ac ices de elop in he home and a school in ela ion
o bo h domain and space. On he one hand, a domain can be de ined as he place
whe e one li e acy-p omo ing p ac ice was c ea ed and is used in a ecu ing manne
(Ba on & Hamil on, 1998); on he o he hand, he loca ion o place whe e he li e -
acy-p omo ing p ac ice has been pe o med is called a space. In his case, Pahl and
Rowsell (2012) no e ha homewo k pe o med by p ima y pupils belongs o he
school domain, despi e being pe o med in he home space. In ela ion o he di e en
domains and discou ses de eloped by child en, i is impo an o di e en ia e be ween
hose ha o igina e om an educa ional ins i u ion o he school domain (dominan
p ac ices) and hose ha o igina e om he home domain ( e nacula p ac ices). This
di e en ia ion has led o he classi ica ion o li e acy-p omo ing p ac ices in o models,
ep esen ed in Figu e 1. This igu e, aken om Pahl and Rowsell (2012), combines
he domains o li e acy p ac ices wi h he si es in which hey occu . I ep esen s he
ollowing ou models o li e acy: school li e acy pe o med a school ( eading and
w i ing a school in pu sui o academic success); school li e acy pe o med a home
( eading and w i ing in he home in pu sui o academic success); li e acy exclusi e o
he home ( eading and w i ing in popula cul u e, compu e games o ex messages,
e c.); and li e acy ha mixes models wo and h ee ( eading and w i ing a home, such
as ex messages o compu e games, ha a e inco po a ed in o he school domain
and school li e acy p ac ices ha a e inco po a ed in o o he domains).
The use o in o ma ion and communica ions echnology (ICT) as a social p ac ice
has changed he access o and ype o li e acy, pa icula ly in e e yday e nacula dis-
cou ses. In e ac ion wi h ideo games, he in e ne and mobile phones has
Figu e 1. Li e acy models in he amily home and a school
Li e acy P ac ices in P ima y Educa ion Child en 3
©2018 B i ish Educa ional Resea ch Associa ion
ans o med he ela ionship be ween school li e acy and complex li e acy (Comp-
on-Lilly & G een, 2011) in he home domain (Ma sh, 2005). These e nacula li e -
acy p ac ices a e sel -gene a ed, asys ema ic and in ol e non- o mal o in o mal
lea ning. They a e undamen ally based on mul imodal and hyb id discou ses (Pahl,
2007), whose lexibili y pe mi s he c ea ion o new discou ses bo n om he in e ac-
ion wi h o he domains (Moje e al., 2004; Pahl & Kelly, 2005) and ela ed o online
communica ion (Ba on & Lee, 2012). Howe e , he use o ICT by child en p esen s
nume ous inequali ies and isks, as illus a ed in epo s by Ma sh e al. (2005) and
Wa ella e al. (2014). Thus, eading and w i ing ia ITC in he home domain di e
no only based on sociocul u al and educa ional le els, age, sex and ace, bu also on
he ype o echnology used, he a ailabili y o pa en s and he amoun o ime spen
using ICT (Connell e al., 2015).
The na u e o e nacula p ac ices and hei dynamism o c ea e new discu si e
gen es (Ba on & Lee, 2013) has changed schools’ con ol o e li e acy (Da ies &
Me chan , 2009). New gene a ions show e idence o a clea dis ancing be ween he
adi ional and dominan li e acy p ac ices o hei pa en s and he e nacula and
hyb id p ac ices de eloped in pee communi ies o in he home (Ba on & Lee,
2012). An analysis o li e acy ha conside s he di e en domains demands ha he
s udy o lea ning o ead and w i e be app oached om a complex pe spec i e o he
social and si ua ed na u e o w i en communica ion.
Li e acy domains: Be ween home and school
Du ing he i s ew p ima y school yea s, he home domain plays a mo e ele an ole
han he school domain because he p ocess o p omo ing a child’s li e acy is de eloped
mo e in he amily en i onmen owing o he di e si y o cul u al sou ces wi h which a
child in e ac s (e.g. ele ision, compu e games, popula music) (G ego y & Williams,
2000). Family li e acy p ac ices e e o o al and w i en discou ses ha occu in he
home domain (Wasik & Van Ho n, 2012). These discou ses in luence li e acy lea ning
among p ima y educa ion pupils and explain some di e ences in hei eading and w i -
ing p ac ices ou side o school (Comp on-Lilly, 2003; Roge s, 2007).
The esea ch by James (2008) shows how he digi al di ide becomes e iden in he
amily con ex . This digi al di ide di e en ia es he li e acy p ac ices in he home.
Ma sh e al. (2017) ha e shown how li e acy in he amily con ex assumes a ole o
non- o mal lea ning o child en, especially in ela ion o digi al li e acy and in he
cons uc ion and in e p e a ion o mul imodal discou ses. This means ha he e a e
homes which ha e inco po a ed eading and w i ing 2.0 o socialising, collabo a ing
and in e ac ing wi h o he subjec s (Wohlwend, 2010), while o he homes lack hese
p ac ices (Redecke e al., 2009; Ga c
ıa-Ma 
ın & Ga c
ıa-S
anchez, 2013). This la e
si ua ion does no always p o ide child en wi h new li e acy knowledge and abili ies
ela ed o eading and w i ing in he i ual wo ld (Wa ella e al., 2014).
The di e si y o cul u al sou ces in he home pe mi s a g ea e in luence om pop-
ula cul u e and in o mal lea ning in he de elopmen o child en’s li e acy-p omo -
ing iden i y (Rowsell & Pahl, 2007), long be o e s a ing school and independen o
he cul u al le el o he amily con ex (Wells, 1986). Figu e 1 ep esen s he ou
4 C. Mo eno-Mo illa e al.
©2018 B i ish Educa ional Resea ch Associa ion
models o li e acy p omo ion o child en in p ima y educa ion o app oach li e acy
lea ning.
The s ong exis ing in e ac ion be ween he school and home domains and he
impo ance o li e acy-p omo ing p ac ices ha his in e ac ion gene a es ha e made
some esea che s concei e o he c ea ion o a ‘ hi d space’ o li e acy p omo ion.
This space de elops in a place ha is sepa a e om he child en’s school, whe e
schola ly p ac ices in he amily space in e ac wi h pe sonal/ amily p ac ices o li e -
acy p omo ion (Moje e al., 2004). The heo y o he ‘ hi d space’ p oposed by
Bhabha (1994), Soja (1996) and Gu i
e ez e al. (1999) p esen s a hypo hesis con-
ce ning he c ea ion o a new li e acy space be ween he home and school domains. In
his space, p ima y educa ion child en inco po a e hei expe iences wi h popula cul-
u e, ele ision and digi al media, such as compu e s and able s, in o hei li e acy-
p omo ing school expe iences (Le y, 2008). The concep o a hi d space, as
desc ibed by Soja (1996), has bo h a physical and a social dimension. In ou s udy,
his hi d space is composed o he in e sec ion o school ( i s space) and home
(second space), whe e each domain de elops li e acy p omo ion and, as a esul ,
di e en ia ed discou ses (Gee, 2008).
The ‘ hi d space’ allows he p ima y educa ion s uden o in e ac wi h di e en
discu si e communi ies and hus o gene a e new discou ses and unde s andings.
This con e s he con igu a ion o he ‘ hi d space’ in o he ca alys o a p o ound
epis emological and social change in li e acy p omo ion, o he ex en ha i acili a es
child en’s access o academic and e e yday knowledge and discou ses (Moje e al.,
2004). The e o e, ‘ hi d space’ heo y makes use o he li e acy-p omo ing knowledge
and expe iences ob ained by child en ou side o he school domain and combines
hem wi h he school’s eading and w i ing s a egies, wi h he aim o cons uc ing a
hyb id discou se (Cook, 2005). This hyb id discou se, which ela es academic li e -
acy o e nacula li e acy, is cha ac e ised by in e discu si i y and he o de o dis-
cou se (Choulia aki & Fai clough, 2007). Ou s udy desc ibes p ima y educa ion
pupils’ li e acy-p omo ing p ac ices om he pe spec i e o amilies, using he home
space as he ocus o he analysis.
The p ac ices de eloped in he home a e pa o he hi d space o li e acy, in which
digi al and p in elemen s a e included and mul imodal discou se occu s (Moje e al.,
2004; Hill, 2010). The li e acy expe ience o he young eade is complex in his hi d
space, gi en he a ie y o ex s and codes ha he o she mus in e p e as pa o a
mul imodal discou se, wi h w i en ex (p in ed o digi al) sha ing p ominence wi h
isual ex and audio ex (Bea ne, 2005). The de elopmen o his hi d space o li -
e acy and he hyb id na u e o he discou ses de eloped wi hin i play an impo an
ole as ‘media ed con ex and ools o he u u e social and cogni i e de elopmen ’
o child en (Gu i
e ez e al., 1999, p. 92).
The pe spec i e o he hi d space ha we adop in his s udy ollows he esea ch
o Bhabha (1994) and Soja (1996), in which he hi d space is conside ed o be a
b idge be ween he wo domains (communi ies and discou ses) o home and school
(Moje e al., 2004). In addi ion, we conside he hi d space o be a social space,
whe e di e en discou ses and unde s andings ha come om he school and home
domains in e ac and ans o m. The hi d space becomes an a ea o unde s anding
ha allows bo h dialogue be ween he school cu iculum and he knowledge ha
Li e acy P ac ices in P ima y Educa ion Child en 5
©2018 B i ish Educa ional Resea ch Associa ion

child en acqui e in hei e e yday li es and child en’s access o he school’s mos
complex li e acy-p omo ing p ac ices (Moje e al., 2004).
Li e acy-p omo ing p ac ices and he socio-economic s a us o schools
A la ge numbe o esea che s ha e e ealed he di ec ela ionship be ween SES
and i s associa ion wi h he li e acy p ac ices o child en which de elop in he home
domain. Ma cella e al. (2014) ound ha low income p edic s ce ain amily li e -
acy p ac ices, such as he eading o books, games wi h magne ic le e s and na a -
ing s o ies o daily li e which in ol e pa en s and hei child en in e ac ing wi h
li e acy. In addi ion, Codding on e al. (2014) ha e ela ed child en’s li e acy de el-
opmen o pa en s’ le el o s udy, and Puglisi e al. (2017) linked li e acy o ma e -
nal linguis ic skills. Bo h elemen s, he SES and educa ional le el o pa en s, ha e
been excellen p edic o s o childhood li e acy (G ieshabe e al., 2011). SES mea-
su es bo h he educa ional and he occupa ional le el o pa en s and he numbe o
books and esou ces in he home, including adequa e wo king space, a compu e
and in e ne connec ion, and suppo ma e ials (Gil Flo es, 2013). Rega ding SES
and child en’s li e acy, Andalusia ep esen s an a ea o low SES and poo li e acy
(Ins i u o Nacional de E aluaci
on Educa i a, 2013). When we analysed he ela-
ionships be ween SES (di ided in o qua iles) and a e age sco es in eading com-
p ehension, we ound ha he Andalusian educa ion sys em does no p omo e
equi y ( ha is o say, schools do no educe child en’s socio-economic di e ences).
The a e age sco e in eading comp ehension o he child en in he i s qua ile o
SES ( he mos disad an aged child en) is he lowes in Spain, and below he a e -
age o he Eu opean Union and he OECD. All hese elemen s highligh he need
o be e unde s and he a ious li e acy p ac ices in which pupils engage and he
domains in which hey ake place.
The ole o amilies in school pe o mance, in gene al, and in li e acy, in pa icula ,
has been b oadly demons a ed in s udies published since he 1970s (Be ns ein,
1975; Bloom, 1978; Bou dieu & Passe on, 1990; Da ies e al., 2016; Als on-Abel &
Be ninge , 2017; Ma sh e al., 2017; Sa acho, 2017). This a icle epo s on li e acy
p ac ices in p ima y educa ion om he pe spec i e o amilies, bo h in he school
domain and in he domains o home, pee communi y and o he discu si e communi-
ies. Ou s udy analyses he ela ionship in Andalusian amilies be ween he di e en
ypes o li e acy-p omo ing p ac ices and SES, wi h he aim o de e mining wha
capaci y hey ha e o p edic hyb id li e acy p ac ices and he de elopmen o he
hi d space. Hyb id li e acy p ac ices e e o he in e discu si i y be ween eading
and w i ing and media and digi al li e acy in he cons uc ion o li e acy in child en
(G ego y & Williams, 2000; Choulia aki & Fai clough, 2007; Kalman, 2008).
The esea ch ques ions in ou s udy we e as ollows:
1. Wha a e he li e acy p ac ices o p ima y educa ion child en in he domains o
school and home acco ding o hei amilies?
2. Wha a e he cha ac e is ics o ins i u ional and e nacula li e acy p ac ices
among p ima y educa ion child en acco ding o hei amilies?
3. Do he ins i u ional and e nacula li e acy p ac ices o p ima y educa ion chil-
d en di e based on he SES o schools?
6 C. Mo eno-Mo illa e al.
©2018 B i ish Educa ional Resea ch Associa ion
Me hodology
This esea ch employed a su ey me hod ha used a sel - epo ques ionnai e o cap u e
he li e acy p ac ices o child en om he pe spec i e o a b oad sample o amilies. An
explana o y o ex pos ac o, non-expe imen al design was used o de e mine he di e -
ences exis ing in he li e acy p ac ices o child en based on he SES o hei amilies. This
ype o design a emp s o es ablish di e ences in one a iable (li e acy p ac ices) wi h-
ou al e ing he condi ions obse ed in he o he (SES). The li e acy p ac ices a iable
was measu ed a e iden i ying hese p ac ices’ componen s using a ca ego ical p incipal
componen s analysis (CATPCA). The SES a iable was measu ed using an index
ob ained a e ga he ing SES in o ma ion abou he amilies. This esea ch has ollowed
he p o ocols o he e hical commi ee o esea ch in social sciences o he Uni e si y o
Se ille and amilies ga e hei in o med consen o pa icipa e.
Sample
The sample comp ised 1,438 amilies (pa en s o legal gua dians), who ep esen ed
78% o he o al amilies o he child en in he second and hi d cycle o p ima y
educa ion (8–12 yea s o age) en olled in 20 schools in Andalusia. Schools ha e
di e en socio-economic cha ac e is ics and educa ional esou ces. The sample
inco po a es bo h public and p i a e schools. Gi en he low numbe o non-Spanish
esiden s in Andalusia (5%), he amilies we e almos all na i e Spanish speake s.
To ensu e he di e si y o he sample and a oid bias, hese schools we e chosen
using a quo a sampling echnique wi h he ollowing c i e ia:
(a) P opo ional ep esen a ion o le els o amilies’ SES (high, middle-high, middle,
middle-low, low) (see Table 1).
(b) P opo ional ep esen a ion o schools (public and ee-paying p i a e).
(c) P opo ionali y o boys and gi ls a each school (50% each).
(d) P opo ional ep esen a ion o di e en ages (8–12 yea s).
(e) P opo ionali y o he numbe o child en in each educa ional le el (8–12 yea s).
The SES was ob ained om he Andalusian adminis a ion and was based on indica-
o s ha conside in o ma ion ega ding pa en s’ le el o educa ion, pa en s’
Table 1. Dis ibu ion o amilies as a unc ion o SES
Explana o y segmen s o he alues o SES
High
(>0.36)
Mid-high
(0.07/
0.36)
Medium
(0.32/
0.07)
Mid-low
(0.62/0.32) Low (<0.62)
S1 0.60 S3 0.14 S6 0.12 S9 0.47 S12 0.70 S16 0.91
S2 0.40 S4 0.02 S7 0.26 S10 0.59 S13 0.66 S17 0.72
S5 0.01 S8 0.10 S11 0.60 S14 1.30 S18 0.82
S15 0.90 S19 1.02
S20 0.73
Sou ce: Repo s o Gene al Diagnos ic Tes s 2011 (Au onomous Communi y o Andalusia, Minis y o
Educa ion).
Li e acy P ac ices in P ima y Educa ion Child en 7
©2018 B i ish Educa ional Resea ch Associa ion
occupa ion, numbe o books and numbe o compu e s and able s in he home. Based
on hese indica o s, he schools in ou sample wi h a high SES co espond o a g ea e
pe cen age o amilies wi h highe educa ion (36%), mo e han 60 books in hei
homes (52%) and a mean o wo o h ee compu e s a home. Con e sely, he schools
wi h a low SES e lec he opposi e alues (48% ha e only p ima y educa ion, 31%
ha e ewe han 20 books in he home and 47% only ha e one compu e ) (Table 2).
In o ma ion collec ion p ocedu e
The in o ma ion collec ion p ocedu e was based on he use o a sel - epo ques ion-
nai e called Li e acy p ac ices o p ima y educa ion pupils om he pe spec i e o hei ami-
lies (h ps://goo.gl/CiSyd5). The sel - epo ques ionnai e is o ganised in h ee
dimensions ha explo e he li e acy p ac ices o child en. The i s dimension is based
on he concep o space and shows he li e acy e en s de eloped by child en in digi al
and p in media. The second dimension b ings oge he he li e acy e en s de eloped
in public and school lib a ies. The hi d dimension asks abou li e acy e en s ela ed
o he p oduc ion and cul u al consump ion o li e acy by child en in he amily en i-
onmen (Pahl & Rowsell, 2012). The e sion o he sel - epo ques ionnai e o he
amilies was subjec o a alida ion p ocess using mul i-dimensional scaling (PROXS-
CAL) (Biencin o e al., 2013). To ha end, we c ea ed a p oximi y ma ix such ha
he ans o med p oximi ies would main ain he same o de as he o iginals. The ou
alues ha measu e imbalance in he da a o s ess s a is ics ecei ed sco es close o
ze o, and he adjus men measu emen s app oached one (Dispe sion Accoun ed Fo
(DAF) and Tucke ’s Cong uence Coe icien (TCC), a e shown in Table 3). The
eliabili y, measu ed using C onbach’s alpha, o he o al i ems is 0.89 and gene a es
alues abo e 0.70 in each o he wo dimensions o componen s o he sel - epo .
Values abo e 0.70 a e conside ed accep able and con i m he in e nal consis ency o
ou sel - epo ques ionnai e (Ta akol & Dennick, 2011; Se be a & Sedla , 2016).
Table 2. Desc ip ion o he sample as a unc ion o he con ex ual a iables (in pe cen ages)
Socio-economic s a us (%)
High Mid-high Medium Mid-low Low
Educa ional le el No educa ion —— — ——
P ima y educa ion 17.00 31.90 28.70 38.60 48.50
Seconda y educa ion 46.70 39.60 45.90 43.10 40.00
Uni e si y s udies 36.30 28.50 25.40 18.30 11.40
Books in he home None 0.50 ———1.30
F om 0 o 20 10.80 12.50 17.50 22.70 31.10
F om 21 o 40 20.40 18.30 19.70 23.70 27.20
F om 41 o 60 16.70 15.20 19.10 14.00 13.90
Mo e han 60 51.60 54.00 43.70 39.60 26.50
Compu e s in he home None 3.20 8.00 7.10 15.90 18.00
1 38.20 34.70 39.90 42.50 47.20
2 34.40 39.30 33.30 30.00 23.90
3 24.20 17.90 19.70 11.60 10.90
Mo e han 3 —— — ——
8 C. Mo eno-Mo illa e al.
©2018 B i ish Educa ional Resea ch Associa ion
Da a analysis
The analysis o he esponses was based on uni a ia e s a is ics in o de o desc ibe
he li e acy p ac ices o p ima y educa ion child en (Figu es 2 and 3). We also ca ied
ou a CATPCA, which pe mi ed a g ouping o he i ems ollowing a s a is ical logic
ha conside s he co ela ion be ween he componen and he i em (Table 4). This
kind o analysis allowed us o iden i y which p ac ices (ins i u ional o e nacula )
bes ep esen ed each componen o p o ile. Finally, based on he ac o ial
sco es ob ained in he CATPCA, an ANOVA was conduc ed o de e mine he
exis ence o di e ences be ween he componen s as a unc ion o he SES a iable
(Tables 5 and 6).
Resul s and discussion
Desc ip ion o amily p ac ices in pe sonal li e acy p omo ion
Families’ pe sonal li e acy-p omo ion p ac ices a e de eloped in a si ua ed con ex
(home domain) and wi h a communica i e pu pose. This pe spec i e allows he iden-
i ica ion o wo le els ha a e associa ed wi h he de elopmen o di e en e nacula
and ins i u ional p ac ices. On he i s le el, eading habi s de eloped on a mobile
phone p edomina e. Thus, he highes mean co esponds o amilies’ eading Wha -
sApp (
x=3.87), which, wi h an in e media e a ia ion (CV o 43%), shows a high
deg ee o ag eemen among he amilies. Among he ex s ha he amilies ead, na -
a i e ex s s and ou (
x=2.74; CV =69%), as do emails o a lesse ex en (
x=2.49;
CV =85%). On he second le el, ins i u ional p ac ices a e de eloped as a esul o
academic demand. The amilies con i med he habi o acqui ing books om book
s o es (
x=3.92; CV =39%) and shopping cen es (
x=2.12; CV =86%), whe eas
pu chasing books online was less p e alen (
x=0.36; CV =291.70%). The pu chase
o books in book s o es and comme cial cen es was conside ed o be he mos accessi-
ble cul u al p oduc (
x=2.69; CV =47%), mo e han o he cul u al goods such as
ideo games, icke s o oo ball ma ches and icke s o conce s (
x=4.44, 4.24 and
4.05, espec i ely). These da a allow an in e ence ha pu chasing does no depend
on he amilies’ SES bu a he on he supposed social alue o li e acy-p omo ing
Table 3. Psychome ic indica o s ( eliabili y and alidi y) e e ing o he amily sel - epo
Dimension(s) o
he sel -adminis e ed
ques ionnai e
C onbach’s
alpha
Imbalance
measu emen s
Adjus men
measu emen s
Ngs S ess I S ess II S-s ess DAF CCT
Ve nacula li e acy
p ac ices
0.764 0.072 0.268 0.689 0.163 0.928 0.963
Ins i u ional li e acy
p ac ices
0.735 0.065 0.254 0.651 0.143 0.935 0.967
To al 0.890
Ngs, no malized g oss s ess; DAF, dispe sion accoun ed o ; TCC, Tucke ’s cong uence coe icien .
Li e acy P ac ices in P ima y Educa ion Child en 9
©2018 B i ish Educa ional Resea ch Associa ion
on he skills de eloped by child en in o mal school lea ning. This esea ch has high-
ligh ed he ele ance o amilies’ pe spec i es on li e acy and has aised new esea ch
challenges om a b oade and mo e he e ogeneous pe spec i e o child en’s li e acy
in he Spanish educa ional con ex .
Limi a ions
Ou esea ch has a numbe o limi a ions, including he esea ch me hod applied.
One limi a ion o ou esea ch is he use o a sel - epo ques ionnai e o he su ey.
Al hough he su ey allowed us o collec da a om a la ge sample, he use o eg es-
sion analysis o explo e he da a canno es ablish cause and e ec .
Ano he limi a ion ela es o he idea o a hi d space. Al hough we p opose ha
he c ea ion o a hi d space would be bene icial o p ima y educa ion child en, we
canno be ce ain wha o m i would ake o i s e ec . The e o e, quali a i e esea ch
( ollowing he New Li e acy S udies app oach), o he use o expe imen al designs,
could help us o explo e he possibili ies ha a ise om he c ea ion o a hi d space
and he modi ica ion o he school cu iculum o inco po a e li e acy elemen s o he
home domain.
The esul s ob ained in his in es iga ion ha e aised new ques ions abou how di -
e en discu si e communi ies in which p ima y educa ion child en pa icipa e in e -
ac . The e o e, in a second s udy phase, i would be necessa y o deepen he
in es iga ion in o hyb id li e acy p ac ices using a quali a i e me hodology. This
ex ension o he esea ch should look in o he cons uc ion o he iden i y and social
alues o li e acy in Spanish child en acco ding o hei di e en amilies’ SES.
Acknowledgemen s
This esea ch has been unded by Spanish Minis y o Educa ion, Cul u e and Spo
om Spain (FPU-14/05336) and Minis y o Economy, Indus y and Compe i i e-
ness ela ed o he p ojec “IMP o emen o Li e acieS in in an and p ima y Educa ion
(COMPLICE, EDU2013-44176-P)”. Also we would like o hank Cen e o he
S udy o Li e acies (Uni e si y o She ield) o his help ul suppo and ad ice.
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