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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across 10 SCED studies (11 effect sizes, 37 students), the weighted mean effect on combined literacy outcomes was g = 1.50, positive and significant at alpha 0.05. → 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

q2 · i? · quant-synthesis · r2

Meta-analysis of 10 single-case experimental design studies using between-case standardized mean difference effect sizes estimated with the scdhlm package. The pooled BC-SMD was "g = 1.50; SE = 0.38; df = 7.46; p < 0.01". No standardized effect-size benchmark applies; impact is null as only g and test statistics are printed.

"The weighted mean effect on combined literacy outcomes was also positive and significant at an alpha of 0.05 (g = 1.50; SE = 0.38; df = 7.46; p < 0.01; 95% CI [0.62–2.38])."

Discussion¶

Related Claims¶

• 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) — 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
• Family literacy programs without a center-based component yield medium effects on all outcome measures, while programs with a center-based component show no statistically significant effects — related
• Dialogic Reading Improves Language Outcomes — related
• Programs offering only shared reading yield the largest comprehension-related effects, and combining shared reading with other activity types reduces effects — related
• Programs offering only literacy-related activities yield larger effects than programs also targeting other cognitive or socioemotional skills — related
• Training in a single setting (home only or center/school only) yields larger comprehension-related effects than training in both contexts or no training — related
• In SCED studies, family-implemented interventions significantly improve text reading outcomes (g = 1.80) but show a positive, non-significant effect on decoding/word reading outcomes (g = 0.86) — related