FAMILIES THAT CREATE WORDS: INFLUENCE OF THE FAMILY ENVIRONMENT ON THE LITERACY OF FIRST GRADE STUDENTS IN CANDELARIA-VALLE

Abstract

This research report analyzes the influence of the family environment on the development of literacy skills in first-grade students. Using a qualitative approach based on a multiple case study design, the objective is to understand how family factors impact the reading and writing process in students. The study will be conducted at the Institución Educativa Panebianco Americano in Candelaria, Valle del Cauca, selecting between four and six cases that represent different family environments through purposive sampling, considering variables such as socioeconomic status, family structure, and literacy background. A descriptive and exploratory approach is employed to identify contextual, socio-emotional, and pedagogical factors present in the home. Participants will include students, parents, guardians, and teachers. Data collection techniques include semi-structured interviews, non-participant observation, and analysis of children’s written work. Qualitative analysis will be applied through a categorical approach grounded in the grounded theory framework, seeking patterns and relationships between the family environment and children’s literacy skills. The results may reveal the educational level of parents, the availability of reading materials, home reading and writing practices, verbal interactions, and emotional support in the household, which are determining factors in literacy development. It is concluded that a family environment rich in support and verbal interaction fosters learning, whereas the absence of these factors limits progress in reading and writing skills. This conclusion highlights the need for educational policies that strengthen household involvement in children’s literacy, promoting strategies such as shared reading and access to educational materials.