How Effective Are Family Literacy Programs?

Abstract

This meta-analysis examines the effects of family literacy programs on children's literacy development. It analyzes the results of 30 recent effect studies , covering 47 samples, and distinguishes between effects in two domains: comprehension-related skills and code-related skills. A small but significant mean effect emerged (d = 0.18). There was only a minor difference between comprehension-and code-related effect measures (d = 0.22 vs. d = 0.17). Moderator analyses revealed no statistically significant effects of the program, sample, and study characteristics inferred from the reviewed publications. The results highlight the need for further research into how programs are carried out by parents and children, how program activities are incorporated into existing family literacy practices, and how program contents are transferred to parents.

Effectiveness of a Program of Family Involvement in Reading Students of 1st Primary // Eficacia de un programa de implicación familiar en la lectura de alumnado de 1o de Educación Primaria

“…This data confirms the hypothesis regarding the effectiveness of family implication in reading through participation in the program "Would you read me a story, please?" The results are also consistent with other, similar studies (Sukhram & Hsu, 2012;Van Steensel, McElvany, Kurvers, & Herppich, 2011;Van Voorhis et al, 2013). The greater increase in reading achievement within the experimental group applies to the four subscales that were evaluated, thus demonstrating that the positive effects of the program hold true for both the lexical and semantic aspects of reading.…”

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

“…Accordingly, children for whom reading comprehension skill is not as automatic as their language comprehension skill, shared reading might prove more effective in stimulating vocabulary growth than independent reading. Additionally, during shared reading children have a greater opportunity to ask questions (Van Steensel et al, 2011) and engage in discussion to clarify word meanings (an aspect of joint attention, Farrant & Zubrick, 2012). Indeed, both quantitative and narrative research syntheses on the effects of shared book reading indicate positive effects on children's vocabulary development (Lonigan et al, 2008;National Early Literacy Panel, 2008).…”

Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics

“…As stated earlier in a study, duration of program exposure may not make any differences in program effects [34]. The question to ponder is whether the results of the 4-week program (with higher completion rates and immediate changes) are sufficient to recommend continuing to offer the program with shorter duration.…”

“…There has been no consensus or evidence that the duration of program exposure makes any differences in program effects; however, longer programs may provide more opportunities for families to engage in reading and other types of literacy activities [34]. Providing programs of shorter length may also encourage more consistent participation, as parents of young children face many demands for their time.…”