Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes for school-aged children in group design studies (g = 0.36)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across 12 group design studies with 61 effect sizes and 972 students, the weighted average effect of family-implemented literacy interventions on combined literacy outcomes was g = 0.36, positive and significant. → Dahl-Leonard 2025

Evidence¶

Dahl-Leonard 2025¶

Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09985-3

q3 · i1 · quant-synthesis · r?

Meta-analysis of 12 group design studies (61 effect sizes, combined sample of 972 students) using a multilevel multivariate model with robust variance estimation. The pooled effect was "g = 0.36 (SE = 0.07, df = 7.54, 95% CI [0.20–0.52], p < 0.01)". No standardized effect-size magnitude beyond g is printed; g = 0.36 is a small-to-moderate effect.

"The weighted average effect on combined literacy outcomes was estimated as g = 0.36 (SE = 0.07, df = 7.54, 95% CI [0.20–0.52], p < 0.01), indicating a positive and significant effect."

Discussion¶

Related Claims¶

• Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes in single-case experimental design studies (g = 1.50), specific to students with or at risk for reading difficulties — related
• In group design studies, effects of family-implemented literacy interventions vary by outcome type: meaning-focused outcomes (g = 0.41) show larger effects than code-focused outcomes (g = 0.28) — a narrower finding that bears on this claim
• Research on family-implemented literacy interventions for school-aged children is sparse and concentrated in early elementary grades, with no studies of older children meeting inclusion criteria — related
• Family literacy programs produce a medium average effect (d = 0.50) on low-SES children's emergent literacy at immediate posttest but only a marginal effect (d = 0.16) at follow-up — related
• Parent Involvement Improves Early Reading — related