PURPOSES:
verifying the influence of social-familial factors in the children's process of written language acquisition while attending speech therapy, and learning about their families' sociocultural profile.
METHODS:
this qualitative research has, as subjects, parents or guardians of children enrolled in the reading/writing training of the Speech-Language Pathology course of a public university. For the demographic survey, consultations to the children's records were done, as also semi-structured interviews based on a guide that focused the cultural and family habits related to written language.
RESULTS:
the study showed that the interviewed families were mostly poor, with poor education, and came from cultural environments with little valorisation and encouragement for reading and writing, and this might have consequences in the academic performance of their children.
CONCLUSION:
the socioeconomic and cultural deficiency observed in the study can be minimized through the support of social community network and investments in culture and education, since there is interest and expectation of the families in the education of their children.
Language; Speech Language and Hearing Sciences; Learning; Socioeconomic Factors
