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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 FLPs show a medium average effect of d = 0.50 on immediate posttests of emergent literacy skills in low-SES children. → Suzanne Fikrat-Wevers 2021 q3 i1 Effects fade to a marginal d = 0.16 on follow-up measures. → Suzanne Fikrat-Wevers 2021

Evidence¶

Suzanne Fikrat-Wevers 2021¶

Suzanne Fikrat-Wevers, Roel van Steensel, Lidia Arends. (2021). Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654321998075

q3 · i2 · quant-synthesis · r2

Random-effects meta-analysis of 48 (quasi-)experimental studies of family literacy programs for low-SES children aged 0–6, based on 65 experimental comparisons. The pooled immediate-posttest effect was "a medium effect (Cohen’s d = 0.50" and the follow-up effect was marginal at d = 0.16.

"For overall scores, we found a medium effect (Cohen’s d = 0.50, SE = 0.07) on immediate posttests and a marginal effect (Cohen’s d = 0.16, SE = 0.07) on follow-up measures."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — outcome: instruction changes it

Related Claims¶

• Programs offering only literacy-related activities yield larger effects than programs also targeting other cognitive or socioemotional skills — 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
• Experimental designs and study-specific measures are associated with larger program effects, while peer-reviewed status shows no indication of publication bias — related
• Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant — 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
• Programs offering only shared reading yield the largest comprehension-related effects, and combining shared reading with other activity types reduces effects — related
• 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-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