Study on reading encouragement among primary school pupils in a socially disadvantaged context

Abstract

Acquiring the habit of reading is a key aspect of mastering the reading skills that are fundamental for educational success and for the integral education of the individual. In the case of students at risk of social exclusion, it can be the antidote to school failure and social integration. However, it is not an easy task for teachers to encourage reading, especially among these students. This requires effective interventions that involve the families and are in the interests of the students themselves. The aim of this study is to analyse the reading promotion carried out with primary school pupils in a socially deprived area of Granada. Through the use of a quantitative methodology with a descriptive and exploratory nature, by means of the survey method. The results show a significant lack of family involvement in reading promotion processes, the positive receptiveness of pupils towards books and reading activities and the lack of use of motivating ICT resources to encourage reading in schools. They conclude by confirming the urgent need to intervene in these schools, through activities that are within the interests of the pupils and with the awareness and involvement of their families.