The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review

Abstract

This review focuses on intervention studies that tested whether parent–child reading activities would enhance children’s reading acquisition. The combined results for the 16 intervention studies, representing 1,340 families, were clear: Parent involvement has a positive effect on children’s reading acquisition. Further analyses revealed that interventions in which parents tutored their children using specific literacy activities produced larger effects than those in which parents listened to their children read books. The three studies in which parents read to their children did not result in significant reading gains. When deciding which type of intervention to implement, educators will have to weigh a variety of factors such as the differences in effectiveness across the different types of intervention, the amount of resources needed to implement the interventions, and the reading level of the children.

Efectos de la implicación familiar en estudiantes con riesgo de dificultad lectora

“…Algunas investigaciones han observado estas actitudes motivacionales como fruto de la implicación familiar (Beltrán, López-Escribano y Rodríguez-Quintana, 2006), del ambiente literario del hogar (Sénéchal, 2006;Blanch et al, 2013) y de aquellas acciones específicas realizadas en la familia para fomentar la lectura de sus hijos (Sonnenschein, 2002;Baker, 2003;Topping, Dekhinet y Zeedyk, 2011). Esta investigación trata de analizar la relación que existe entre la implicación familiar y el rendimiento lector, tanto en hogares cuyos hijos presenten un aprendizaje de la lectura normal como en aquellos en los que se observe riesgo de tener alguna dificultad de aprendizaje.…”

The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8

“…Children must initiate book reading activities independently or with their family members to enjoy gains in literacy achievement (Senechal & Young, 2008). Home interventions are usually designed to improve children's reading comprehension by (a) providing access to a wide variety of narrative and informational texts, (b) promoting intrinsic motivation to read at home, and (c) increasing print exposure during the summer months (Allington et al, 2010;Guthrie & Humenick, 2004;Heyns, 1978; Mol & Bus, 2010).…”

Educational test scores among adolescents in three-generational households in 20 countries

“…Earlier literature has consistently shown that greater parental involvement is associated with improved educational achievements among children in different countries and among different aged children (e.g., Epstein, 2001;Fan & Chen, 2001;Hango, 2007;Park, 2008;Sénéchal & Young, 2008). However, if grandparents compete with grandchildren over parental time, grandparental presence may diminish the time parents are able to invest in their children.…”