Home Writing Environments of At-Risk and Typically Developing Children in Spain: Implications for Preventing Writing Difficulties

Abstract

Writing is a key competence for academic and social success, and for future employability. From a sociocultural perspective, writing development is shaped by both school instruction and literacy-related experiences within the home. However, little is known about what specific writing practices and support families naturally provide, particularly for children at-risk of writing difficulties in early primary education. This study examines home writing practices and family support for 296 typically developing and at-risk children in Spain in grades 1 and 2. Students’ writing performance was monitored longitudinally using curriculum-based writing measures, identifying 48 at-risk writers. Parents completed the Home Writing Environment Questionnaire, assessing the frequency of formal and informal writing practices and types of family support, including procedural, motivational and material support. The results showed similar patterns of home writing environments between groups; however, at-risk children engaged in writing activities less frequently, especially those involving higher-level processes such as planning, composing and revising. Families of at-risk children reported slightly higher levels of contingent support, suggesting adaptive involvement. These findings highlight the importance of promoting systematic family engagement in early writing to support inclusion and prevent difficulties.