ABSTRACT

Research Findings: The COVID-19 pandemic is leading to an unprecedented crisis worldwide. With schools closed, the frequency with which Spanish parents engage in home literacy activities with their children between the ages of 2 and 8 and the sociodemographic variables that influence this collaboration are unknown. The present research aimed to understand interactions among parents and children in the context of literacy activities at home. A total of 337 Spanish parents completed the Home Literacy Activities Questionnaire (HLAQ). Results from the reliability test showed a good adequacy and consistency (Cronbach’s alpha .85), and a factorial analysis indicated all items could be grouped into four factors: reading activities, writing activities, digital literacy activities, and dialogic-creative literacy activities. A latent class cluster analysis, based on parents’ factorial scores in the HLAQ and their sociodemographic data, suggested four discrete parental clusters: parents prioritizing writing activities, interested in practicing all type of literacy activities, willing to do digital activities, or ready to practice dialogic-creative literacy activities. All indicators and sociodemographic characteristics – the children’s age, the number of children in the family, and the parents’ educational level – were significant and discriminated among the parental clusters. The activities carried out with least frequency were dialogic-creative literacy activities and digital literacy activities. Practice or Policy: Schools, as well as researchers, must be intentional about engaging families who may not be aware of certain activities to support their young children’s literacy skills, in times of crisis, for all children and families, for specific groups of families and children, and at varying grade levels.

摘要

研究成果：COVID-19 大流行正在全球范围内引发前所未有的危机。随着学校关闭，西班牙父母与 2 至 8 岁孩子进行家庭识字活动的频率以及影响这种合作的社会人口变量尚不清楚。本研究旨在了解在家庭识字活动背景下父母与孩子之间的互动。共有 337 名西班牙家长完成了家庭扫盲活动问卷 (HLAQ)。可靠性测试的结果显示出良好的充分性和一致性（Cronbach's alpha 0.85），因子分析表明所有项目都可以分为四个因素：阅读活动、写作活动、数字素养活动和对话创意素养活动。潜在类聚类分析，根据父母在 HLAQ 中的因子分数及其社会人口学数据，提出了四个离散的父母集群：父母优先考虑写作活动、对练习所有类型的识字活动感兴趣、愿意进行数字活动或准备练习对话创意识字活动。所有指标和社会人口学特征——孩子的年龄、家庭中的孩子数量和父母的教育水平——在父母群体中都很显着并且是有区别的。频率最低的活动是对话创意扫盲活动和数字扫盲活动。愿意进行数字活动，或准备练习对话创意识字活动。所有指标和社会人口学特征——孩子的年龄、家庭中的孩子数量和父母的教育水平——在父母群体中都很显着并且是有区别的。频率最低的活动是对话创意扫盲活动和数字扫盲活动。愿意进行数字活动，或准备练习对话创意识字活动。所有指标和社会人口学特征——孩子的年龄、家庭中的孩子数量和父母的教育水平——在父母群体中都很显着并且是有区别的。频率最低的活动是对话创意扫盲活动和数字扫盲活动。实践或政策：学校和研究人员必须有意让可能不了解某些活动的家庭参与进来，以在危机时期为所有儿童和家庭、特定家庭群体和家庭提供支持，以支持其幼儿的识字技能。儿童，以及不同年级。