El papel de los padres en el desarrollo de la competencia lectora de sus hijos

Jose G. Clavel
Mauro Mediavilla



Building on evidence about the relationship between parents’ attitudes towards reading and their children’s reading achievement, the authors explore the effects of parental reading enthusiasm, taking as the explanatory variable the difference between reading comprehension and mathematics achievement for each student in five European Union countries (Denmark, Germany, Hungary, Italy and Portugal), using data from the PISA 2009 report and combining the information from the parent questionnaire and the student questionnaire. In total, data from 52,711 students, representative of more than 23 million 15-year-olds in these countries, were analysed. Spain did not complete the parental questionnaire in 2009, which has prevented us from estimating the model for our country. The aim of this study is to test whether young people who have received the “treatment”, i.e. whose parents are good readers, develop higher reading comprehension skills than their peers who did not receive the “treatment”, discounting other characteristics that might have an influence. The estimates made (using the Differences in Differences methodology) indicate that there is clearly a positive effect for four of the five countries analysed, ranging from 4 points for Italy to 6.5 points in the cases of Germany and Portugal. In terms of the relevance of its magnitude, the 4 points in Italy, for example, explains 16% of the behaviour of the variable in the case of men, and 12% in the case of women.



Clavel, J.; Mediavilla, M. (2019): “El papel de los padres en el desarrollo de la competencia lectora de sus hijos”, Fundación Ramón Areces y Fundación Europea Sociedad y Educación, Madrid.