TY - JOUR T1 - Effect of the interactive Groups In the Learning of the Reading by Means of Familiar Collaboration JO - Revista de Psicodidáctica (English Edition) T2 - AU - Gutiérrez-Fresneda,Raúl SN - 25303805 M3 - 10.1016/j.psicoe.2019.02.003 DO - 10.1016/j.psicoe.2019.02.003 UR - https://www.elsevier.es/en-revista-revista-psicodidactica-english-edition--244-articulo-effect-interactive-groups-in-learning-S2530380519300140 AB - The learning of reading is a priority objective of educational systems, and it is increasingly necessary that families and educational communities share certain responsibilities. It is known that the family context has significant implications in this achievement, however, there are few studies aimed at analyzing the impact that family participation presents in the acquisition of reading through inclusive dynamics in the classroom. The purpose of this work was to study whether programmes focused on the development of pre-literacy skills through interactive groups with family participation favour access to the literacy process. A quasi-experimental design of comparison between groups with pretest and posttest measurements was used. The study involved 324 students aged between 5 and 6 years. The results support the teaching models that encourage family participation in the classroom for the improvement of reading learning. ER -