TY - JOUR
T1 - Effects of family literacy programs on the emergent literacy skills of children from low-SES families
T2 - A meta-analysis
AU - Fikrat-Wevers, Suzanne
AU - van Steensel, Roel
AU - Arends, Lidia
N1 - Publisher Copyright:
© 2021 The Author(s).
PY - 2021/3/4
Y1 - 2021/3/4
N2 - The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-)experimental studies covering 42 different programs revealed a medium average effect of Cohen’s d = 0.50 on immediate posttests and a marginal average effect of Cohen’s d = 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.
AB - The aim of this meta-analysis was to investigate effects of family literacy programs on the emergent literacy skills of children from low socioeconomic status families (0–6) and to establish which program, sample, study, and measurement characteristics moderate program effects. Outcomes of 48 (quasi-)experimental studies covering 42 different programs revealed a medium average effect of Cohen’s d = 0.50 on immediate posttests and a marginal average effect of Cohen’s d = 0.16 on follow-up measures. Together, effects of different moderator variables indicate that children benefit from targeted programs that focus on a limited set of activities and skills and that are restricted to one (training) context. Additionally, we found larger effects in experimental studies and when researcher-developed tests were used. Our outcomes not only provide guidelines for program developers but also call for more longitudinal research that examines how positive short-term changes as a consequence of program participation can be sustained over time.
UR - http://www.scopus.com/inward/record.url?scp=85102041703&partnerID=8YFLogxK
U2 - 10.3102/0034654321998075
DO - 10.3102/0034654321998075
M3 - Article
SN - 0034-6543
VL - 91
SP - 577
EP - 613
JO - Review of Educational Research
JF - Review of Educational Research
IS - 4
ER -