Escolarización temprana: su influencia sobre la comprensión lectora en primaria

• Autores: Sara María González Betancor , Alexis J. López-Puig
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 27, Nº 2, 2015, págs. 268-270
• Idioma: español
• DOI: 10.1080/11356405.2015.1034533
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La escolarización temprana puede influir en el resultado educativo futuro de los estudiantes. Pocos estudios evidencian dicha influencia incluyendo en la escolarización temprana la de quienes tenían menos de tres años de edad, como hacemos en este trabajo. A partir de los datos del Estudio Internacional de Progreso en Comprensión Lectora (PIRLS) del año 2011, analizamos la influencia de este tipo de educación sobre la comprensión lectora de los estudiantes de 4º de educación primaria en España. Dado el tipo de muestreo de PIRLS, con estructura jerárquica, estimamos funciones de producción educativa multinivel. Nuestros resultados indican que la escolarización temprana y el nivel socioeconómico y cultural de los hogares tienen un efecto positivo en los resultados de comprensión lectora de los estudiantes. Estos resultados apoyan la idea de ampliar la oportunidad de recibir educación gratuita en la primera infancia, por lo menos a las familias con peores características socioeconómicas, con el fin de compensar la falta de años de escolarización temprana de sus hijos y su consecuente efecto sobre las habilidades en lectura

  • English

    Early schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students� results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills

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