<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662007000200701</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y desempeño en lengua escrita]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazán Ramírez]]></surname>
<given-names><![CDATA[Aldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Hernández]]></surname>
<given-names><![CDATA[Beatriz Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda Figueiras]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Morelos Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Cuernavaca Morelos]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro Interdisciplinario de las Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Posgrado en Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2007</year>
</pub-date>
<volume>12</volume>
<numero>33</numero>
<fpage>701</fpage>
<lpage>729</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662007000200701&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662007000200701&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662007000200701&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se probó un modelo de relaciones estructurales entre variables latentes: dominio de la lengua escrita (desempeño en tareas de lecto-escritura), percepción de los niños, los maestros y los padres sobre el apoyo familiar proporcionado al niño, nivel educativo de la familia y características del docente (formación y experiencia y grado de conocimiento y apego al programa oficial para la enseñanza de la lengua escrita). Los resultados muestran que tanto el apoyo familiar como las características del maestro explican significativamente el nivel de los niños en pruebas de ejecución. También se encontró que indicadores de autovaloración del maestro sobre conocimiento y apego al programa influyen significativamente en la variable latente dominio de la lengua escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study tested a model of structural relations among latent variables: mastery of written language (performance on reading and writing tasks), the children&#8217;s, teachers&#8217; and parents&#8217; perception of the family support received by the child, the family&#8217;s educational level, and the teacher&#8217;s characteristics (training/experience and degree of knowledge of/adherence to the official program for teaching written language). The results show the degree that family support and teacher characteristics significantly explain children&#8217;s results on language tests. Indicators of teachers&#8217; self-evaluation of knowledge and adherence to the program were also found to influence significantly the latent variable of the mastery of written language.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[participación de la familia]]></kwd>
<kwd lng="es"><![CDATA[características del profesor]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[lecto-escritura]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[family participation]]></kwd>
<kwd lng="en"><![CDATA[teacher characteristics]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[reading and writing]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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