Liliana Tolchinsky|Montserrat Bigas|Catalina Barragan
Pedagogical practices in the teaching of early literacy in Spain: voices from the classroom and from the official curricula
Universitat de Barcelona|Universitat Autònoma de Barcelona|University of Almería
abstract childrens success learning read first grade crucial ultimate success schooling study aimed identifying selfdeclared practices preschool first grade spain contrasting practices official recommendations initial teaching reading writing characterisation ways teaching broader institutional context support hinder teachers work fundamental determining best conditions successful literacy learning 30item questionnaire used collect teachers preferences sixpoint likert scale describing frequency reported adopting certain practice four areas 1 organisation class 2 planning 3 activities content 4 evaluation total 2250 teachers 1193 preschool 1057 first year primary school nine geographic areas spain responded questionnaire cluster analysis teachers responses revealed three practice profiles first gathers teachers preferences explicit instructional practices highly focused learning outcomes less concerned autonomous writing occasional learning second brings together situational practices concerned spontaneous writing occasional learning explicit instruction learning outcomes third reunites multidimensional practices focusing explicit instruction leaning outcomes autonomous writing distribution practice profiles differed significantly teachers age school level preschool primary school type school private public subsidised location school level participation intraining service selfdeclared methodology teaching literacy official recommendations andalusia catalonia support practices included situational oriented profile whereas madrid appears closely aligned instructional profile practices keywords pedagogical practicesliteracyspain acknowledgements study supported grant spanish ministry education las condiciones del aprendizaje inicial de la lengua escrita influencia de las prcticas vigentes en el aula de los conocimientos previos de los alumnos 2006 2009 sej200605292 thankful reinaldo martnez statistic assistance nayme salas mila albert comments previous version paper report results study published spanish gonzlez buisn snchez 2009 las prcticas docentes para ensear leer escribir infancia aprendizaje 32 2 15370 notes 1 spain preschool education educacin infantil consists six noncompulsory courses distributed two cycles three courses first cycle 03 second cycle 36 public centres stage education access restricted lessfavoured sector society primary school ages 612 consists six courses distributed three cycles two years initial middle high secondary education ages 1216 consists two cycles two courses survey focuses teachers working last year preschool education first year primary school three types school public subsidised schools paid parents also get subsidy local government private schools 2 previous version questionnaire including structure number questions piloted eight communities participated project total 124 teachers participated pilot 66 preschool 55 first grade facetoface application analyses performed 115 cases 9 excluded due missing data results submitted analysis reliability showed good level overall consistency cronbachs 87 3 following documents regulating preschool primary education community andalusia consulted decreto 4282008 29 july boja 164 19 august 2008 decreto 2302007 31 july boja 156 8 august 2007 4 following documents regulating preschool primary education community catalonia consulted real decreto 15132006 7 december 1422007 26 june 1812008 9 september estatut dautonomia de catalunya 1979 article 3 1313 estatut dautonomia de catalunya 2006 5 following documents regulating preschool primary education community madrid consulted decreto 172008 6 march bocm 61 march 2008 decreto 222007 10 may bocm 126 29 may 2007