J. Mora-Figueroa, Arturo Galán, Marta López-Jurado
Revista De Psicodidactica
There is evidence that family involvement (FI) affects various educational skills such as reading. This study aims to evaluate the implantation of the family program “Would you read me a story, please?” and its effect on reading achievement, in order to improve the reading skills of students and guide educational practices of parents. The sample consists of 206 students from 1st of Primary and their families enrolled in five schools. The reading achievement was assessed before and after the program using the subscales of lexical and semantic processes PROLEC-R. Finally, the reading motivation of students was observed and qualitative information was collected through a record of weekly monitoring completed by each family. The results show significant differences between groups on all subscales.