Active Home Literacy Environment: parents' and teachers' expectations of its influence on affective relationships at home, reading performance, and reading motivation in children aged 6 to 8 years.

Studies highlight the benefits of active Home Literacy Environment on learning and reading habits. This model is based on harnessing family involvement, resources and capabilities to create learning opportunities around reading, engaging in practices related to written language at home. However, it is less common to find applied research with children from the age of six, with older ages and already initiated in reading decoding. The aims are confirming and improving the expectations of families and teachers of a group of children (6-8 years old) regarding the effect of an active Home Literacy Environment program on the improvement of affective relationships between parents and children, reading performance, and children's reading motivation. The method and procedure followed included carrying out an active Home Literacy Environment program for 18 months with a group of children (aged 6 to 8 years), their families and their teachers, and measures of all variables were collected at four times, using an Ad Hoc instrument designed for families and teachers. The results show that participants had high expectations about the influence of the Home Literacy Environment on the improvement of all variables even before the implementation of the program, improving their expectations about its effects on positive affective relationships at home and on reading achievement after the intervention. In conclusion, we suggest the need to continue investigating the effects of the active Home Literacy Environment program applied to children aged 6 to 8 years, older than those traditionally investigated. As well as their effects on family relationships, reading ability, and reading motivation.

Effects of a Home Literacy Environment Program on Psychlinguistic Variables in Children from 6 to 8 Years of Age.

(1) Background: the objective of this study was to improve certain psycholinguistic and cognitive skills that are fundamental to the development of the reading process, such as phonological awareness, reading decoding, vocabulary and oral narrative comprehension, through the introduction of an Home Literacy Environment Active (HLE(A)) program that involved 54 participants enrolled in the first and second grades of elementary school (from 6 to 8 years old) in the city of Malaga area. (2) Methods: The central task of the intervention program was for the child to read aloud to an adult in the family for between 10 and 15 min, four days per week. In addition, the school students were evaluated on four occasions, at the beginning and end of each academic year, using the Batería de Evaluación de los Procesos Lectores Revisada, Test para la Detección de la Dislexia en niños and Escala Weschsler de Inteligencia instruments. (3) Results: the results demonstrated the efficacy of the HLE(A) program in the improvement of psycholinguistic and cognitive variables measured and, consequently, to an improvement in reading learning and cognitive development. Ultimately, the scientific literature on the subject and the data from the study led us to suggest that it would not only be beneficial for HLE(A) programs to be instituted in early childhood education stage (up to 6 years of age), but that they should be continued after age 6, in elementary education.

Accesibilidad y Universidad. Un estudio descriptivo / Accessibility and University. A descriptive study

La Universidad es la opción elegida por muchas personas con discapacidad al término de la Educación Secundaria, buscando con ello, no sólo una formación profesional sino también, un enriquecimiento personal. En la integración de los estudiantes con discapacidad juega un papel fundamental la accesibilidad física en los edificios universitarios, siendo necesaria la adaptación y eliminación de las barreras arquitectónicas. Partiendo de esta idea, se ha realizado el estudio descriptivo presentado en este artículo, donde se evalúa la accesibilidad física en la Universidad de Málaga, analizando las barreras arquitectónicas en 11 edificios docentes, tanto aquellas que afectan a las personas con discapacidad motora, como las que afectan a las personas con discapacidad sensorial. Dicha investigación se ha realizado con el objetivo de sentar las bases para una futura intervención, al describir las características de la situación actual, pretendiendo además, ser un primer paso a futuros proyecto y experiencias en el campo de la accesibilidad en la Universidad

University is the first choice of many people with disability when finishing Secondary Education. They don’t only look for professional training but personal fulfillment. The access to the university buildings plays a fundamental role in the integration of students with disability, being necessary to adapt and eliminate architectural obstacles. Starting with that idea, the descriptive study presented in this article has been carried out, where the physical access is evaluated in the University of Málaga through analyzing the architectural obstacles in eleven educational institutions, those affecting the physically and sensory disabled persons. Such investigation has been carried out with the objective of sitting down the bases for a future investigation. The description the current characteristics of the situation is also the first step to future investigation and experience in the field of accessibility in the university studies