Innovation in Language Learning

The research study examines the influence of family cultural capital on students' reading literacy [1]; [2]. It presents findings from the VEGA research project no. 1/0720/22, Family Cultural Capital and Its Impact on Children's Academic Achievement, conducted at Matej Bel University in Banská Bystrica, Slovakia. The study employs a quantitative sociological-pedagogical design using a questionnaire administered to 502 students aged 12 to15. It focused on social dimensions of reading behavior concerning age, gender, and school location. Data were analyzed using contingency tables, Pearson’s chi-square test, and the linear association test. Results show statistically significant differences between students from cultural centers and other localities regarding the number of books at home and the regularity of their mothers’ reading. The likelihood of students discussing reading with their mothers decreases with age. A significant difference was also found between younger and older students in how often parents choose books for their children. Findings further reveal a low level of library use among students, with differences across grades, genders, and school locations. Reading motivation appears strongly shaped by external support, particularly from family and school [3]. Within families, crucial supportive factors include regular reading by family members, shared reading between parents and children, book availability at home, discussions about books, and family visits to libraries or bookstores. These findings emphasize the importance of family cultural capital in shaping reading literacy. The study contributes to understanding socio-cultural determinants of educational achievement and supports targeted interventions to foster reading engagement at home and in school settings.

Poster area