Factors influencing the development of reading competencies in Peruvian students in second-grade of secondary education

This research focuses on identifying how various individual, family and school factors are related to the development of reading literacy among secondary school students in public schools in urban Peru. This competence is operationalised as the score obtained in the 2019 Censal Student Assessment. Among the most important results, it stands out that (for) in this specific context, pedagogical practices are not related to the development of reading literacy. It is the factors of the family context, specifically the socio-economic context, that have the greatest influence on this variable. This sets up an important problem, given that the evidence on school effectiveness and factors associated with learning indicate that the teaching action is the factor that should have the greatest influence on the development of student learning. Thus, in the last section of this document, some aspects that could be intervening and distorting the possible relationship between pedagogical practices and student learning are discussed.