How Effective Are Family Literacy Programs for Children’s Literacy Skills?

Steensel, Roel van; Herppich, Stephanie; McElvany, Nele; Kurvers, Jeanne

doi:10.4324/9780203841495.ch9

Cited by 10 publications

(22 citation statements)

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“…Although accounting for implementation quality is important in any programme evaluation (Durlak & DuPre, ), it can be argued that it is of particular significance to FLPs. In previous meta‐analyses of FLP effect studies (Manz et al ., ; Van Steensel et al ., , ), it has been speculated that variability in implementation quality is partly responsible for the wide variability in effects found across studies. Against this background, Powell and Carey () have suggested a framework for measuring implementation quality in FLPs.…”

Section: Discussionmentioning

confidence: 99%

“…This definition encompasses many possible programmes, which is reflected in various typologies used by researchers to describe FLPs (Nickse , ; Cairney, ; Sénéchal & Young, ). However, as this review builds on previous reviews and meta‐analyses that focus on programmes in which parents are trained to engage their children in literacy‐related activities (Mol et al ., ; Manz et al ., ; Van Steensel et al ., , ), we will focus on this type of programme, thereby excluding other types of programmes (e.g. programmes that involve only adult literacy education for parents, that impact children only indirectly).…”

Section: Introductionmentioning

confidence: 99%

“…Recently, Van Steensel et al . () conducted a review of eight meta‐analyses of effect studies and found that, overall, programme effects were positive and statistically significant. At the same time, however, there was considerable variability in effect sizes.…”

Section: Introductionmentioning

confidence: 99%

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Implementation quality of family literacy programmes: a review of literature

Rie

Steensel

Gelderen

2016

Review of Education

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Raising the literacy levels of young children is a major concern in many countries for which various programmes have been suggested. One of these is family literacy programmes. In previous meta‐analyses wide variability in effects has been found and it has been suggested that this is partly caused by variability in implementation quality. This review aims to look at the implementation quality of family literacy programmes and its relationship with programme effectiveness. A search in relevant databases resulted in 46 studies. We found substantial, but variable information on implementation quality. Almost all studies provided information on parents’ quantitative engagement in programmes, but fewer studies reported about characteristics of parent training, quality of engagement and transfer to daily life. Overall, the included studies that did provide information showed frequent use of intervention strategies and degree of participation was generally high. Parents increased their use of the learned techniques and engaged in more literacy activities outside programme time. However, few of the included studies analysed the relationship between implementation quality and programme effects and these studies provided mixed results, making it difficult to draw conclusions. Of critical note is the poor quality of the selected studies. Many had serious methodological flaws. Some of the measures used are not necessarily reliable indicators of implementation quality and results were at times presented with little precision. More robust evaluations of the effects of implementation quality are therefore needed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Implementation quality of family literacy programmes: a review of literature

Rie

Steensel

Gelderen

2016

Review of Education

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“…For example, all the studies included in the reviews conducted by van Steensel et al . () and Carpentieri et al . () were based on a ‘pre‐test, post‐test’ evaluation model in which children's literacy skills were tested at the start of their programme and again at the end.…”

Section: How Do We Evaluate Effectiveness?mentioning

confidence: 93%

“…Summarising these meta‐analyses, van Steensel et al . (, p. 37) found a ‘generally positive … non‐trivial’ impact. While effect sizes differed, almost all the studies reviewed by van Steensel and colleagues found statistically significant effects of family literacy programmes on child literacy development.…”

Section: What Is the Evidence For Programme Effectiveness?mentioning

confidence: 97%

Evidence, Evaluation and the ‘Tyranny of Effect Size’: a proposal to more accurately measure programme impacts in adult and family literacy

Carpentieri¹

2013

Euro J of Education

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As literacy grows in importance, policymakers’ demands for programme quality grow, too. Evidence on the effectiveness of adult and family literacy programmes is limited at best: research gaps abound, and programme evaluations are more often than not based on flawed theories of programme impact. In the absence of robust evidence on the full range of short‐ and long‐term programme impacts, it is difficult to accurately measure intervention effectiveness. Too frequently, researchers and policymakers focus only on short‐term, easily measured outcomes, creating a ‘tyranny of effect size’ that may systematically underestimate impact while simultaneously distorting practice. However, the answer does not lie in turning away from quantitative research. Doing so will consign adult and family literacy to the margins of public policy, when they should be in the mainstream. Longitudinal research from Turkey and the US suggests a need for revised, more subtle theories of how adult literacy and family literacy programmes work, and the diverse ways they benefit participants. By working together more closely and intelligently, researchers, policymakers and practitioners can develop evaluation strategies that more accurately measure programme effects. The key is combining methodological rigour with fully fleshed out theories of literacy development and programme impact.

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Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation

Pluijm

Lusse

Gelderen

et al. 2020

Review of Education

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Parental support is critical for young children’s language and literacy development. It is important that teachers are aware of this parental role. Particularly in the case of lower‐educated parents, teachers can improve their education when they engage parents in partnerships to support young children’s language development. These parents are often challenged to provide a rich Home Language Environment (HLE) with opportunities for interaction and using language. However, teachers have little experience in building partnerships with lower‐educated parents. We designed a series of interventions to establish partnerships between school and lower‐educated parents and to encourage rich parent‐child interactions. In close collaboration with teachers, principals and parents, we evaluated the application of these interventions using interviews, questionnaires and classroom observations. The results show that most teachers implemented the interventions in their classroom as intended. However, some teachers experienced problems with modelling activities to parents and stimulating parents to follow their child’s initiative. Our findings also show that parents increased their participation in parent‐child activities, showed more interactive behaviour with their child and were positive about their participation in the programme and its relevance. Furthermore, the school teams saw opportunities for continuing to work with the programme. Nevertheless, we also observed practical problems such as insufficient preparation of teachers for working with parents during pre‐service teacher education and a lack of supportive school policy. Finally, we examine how the prototype can be better adapted to the needs and resources of teachers and lower‐educated parents.

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How Effective Are Family Literacy Programs for Children’s Literacy Skills?

Cited by 10 publications

References 0 publications

Implementation quality of family literacy programmes: a review of literature

Implementation quality of family literacy programmes: a review of literature

Evidence, Evaluation and the ‘Tyranny of Effect Size’: a proposal to more accurately measure programme impacts in adult and family literacy

Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation

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