This paper proposes a new line of research on reading and writing habits based on differences between vernacular and institutional practices and their relationship with the Socio-Economic Status (SES) of families. This research work is focused on the description of literacy practices and events of pupils, families, and teachers. It also identifies the real differences among the opinions of the participating groups and the influence of the Socio-Economic Status (SES) on their literacy preferences. For this purpose, a descriptive analysis (univariate statistical analysis) and a variance analysis were carried out. The sample consisted of 3,052 participants (1,540 pupils, 1,438 families, and 74 teachers) and data were collected through a self-report questionnaire in three different versions, one for each participating group, regarding literacy events. Results confirm that literacy is mainly developed at home or at school, and not in other discourse communities. Participants defined a traditional concept of literacy restricted to the models spread by educational institutions. This literacy concept does not include the use of ICT and/or any practices performed beyond school domains. Furthermore, this study shows that the SES variable adjusts pupils’ literacy events, as well as their families and teachers’. In conclusion, our research describes the need to address the literacy issue in the low SES population from an eminently social perspective. This would entail tackling learning problems related to the ideological conflict caused by the primary education curriculum, which is based on the institutional culture.
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