Resumo

BAZAN RAMIREZ, Aldo; SANCHEZ HERNANDEZ, Beatriz Adriana  e  CASTANEDA FIGUEIRAS, Sandra. Relación estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y desempeño en lengua escrita. RMIE [online]. 2007, vol.12, n.33, pp.701-729. ISSN 1405-6666.

This study tested a model of structural relations among latent variables: mastery of written language (performance on reading and writing tasks), the children’s, teachers’ and parents’ perception of the family support received by the child, the family’s educational level, and the teacher’s characteristics (training/experience and degree of knowledge of/adherence to the official program for teaching written language). The results show the degree that family support and teacher characteristics significantly explain children’s results on language tests. Indicators of teachers’ self-evaluation of knowledge and adherence to the program were also found to influence significantly the latent variable of the mastery of written language.

Palavras-chave : family participation; teacher characteristics; academic performance; reading and writing; basic education; Mexico.

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