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 programs 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.
Reading Written language Functional reading Interpersonal communication