Socioeconomic factors and reading competence. Comparative study between two differentiated educational contexts

Abstract

The present study explored the connection between socioeconomic factors and reading competence. 99 3^rd Grade students participated, 49 Cuban and 50 Catalan. Glifing reading test was used in this study. Teachers informed about context variables. It has been confirmed that the socioeconomic status does not affect the reading competence level of the Cuban participants. On the other hand, it has been found a significant association in the Catalan group between these two variables. In this study, the impact of education policies from both contexts and school segregation in Catalonia are discussed.