Ρίσκο για Λειτουργικό Αναλφαβητισμό και Προσωπικοί/Οικογενειακοί Παράγοντες

Abstract

The current paper focuses on the exploration of possible effects that several personal and family factors could have on pupil's 'risk' for functional illiteracy. Analyses employing logistic regression models were performed on the data collected within the framework of the longitudinal Programme for Functional Literacy (PFL), implemented by the Center for Educational Reseach and Evaluation in Cyprus. According to the results, boys, immigrant pupils, children who started primary school before the age of six, pupils that intend to leave school immediately upon finishing compulsory education and pupils with low academic self-concept (in Greek and Mathematics) are more likely to be identified in ‘at risk’ groups for functional illiteracy. In relation to family factors, pupils whose father has low educational background, whose parents do not work, who speak Greek as an additional language at home, and without resources to support learning at home are more likely to be identified as functionally illiterate. Parental involvement in children’s education, as explored within the context of the particular study, appears to also be positively related to the risk for functional illiteracy.