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

By M. Sénéchal, Laura Young. 2008

545 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/239aa97cb6e12e89ea60ca851844624cc7d7bccd

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, background): “Second, they mainly examined the HLE intervention effect size on students’ academic performance (Manz, Hughes, Barnabas, Bracaliello, & Ginsburg-Block, 2010; Sénéchal & Young, 2008; Van Steensel, McElvany, Kurvers, & Herppich, 2011).”
How Effective Are Family Literacy Programs? (2011, background): “Sénéchal and Young (2008) compared the effect sizes of 12 randomized studies to those of 4 nonrandomized studies but found no differences.”
Parental involvement to parental engagement: a continuum (2014, background): “Contrast this to the very clear benefits that have been seen to be derived from supporting parents to teach their own children to read, which has been shown to be up to twice as effective as having parents listen to children reading (Sénéchal and Young 2008).”
Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment (2016, background): “Several studies have focused on family literacy programs, showing that interventions in the home literacy environment are successful in enhancing children’s literacy abilities (e.g., Sénéchal & Young, 2008).”
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “Right before summer vacation, policymakers could implement a school-based family literacy event, in which teachers equip parents and children with skills and knowledge to engage in home literacy activities (Senechal & Young, 2008).”
The Effects of Teacher Training on Teachers’ Family-Engagement Practices, Attitudes, and Knowledge: A Meta-analysis (2019, background): “…social-emotional competencies and academic achievement, have positive gains in reading acquisition, complete homework at higher rates, and have fewer homework problems (Sheridan, Holmes, Coutts, & Smith, 2012; Hill & Tyson, 2009; Jeynes, 2012; Patall, Cooper, & Wynn, 2010; Sénéchal & Young, 2008).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “Of the intervention studies, five were meta-analyses that included intervention and nonintervention studies of home-based reading programs and shared/dialogic reading strategies (Mol, Bus, de Jong, and Smeets, 2008; Sénéchal and Young, 2008; van Steensel, Herppich, Kurvers, and McElvany, 2011; Jeyne”
Meta-Analysis of Parental Involvement and Achievement in East Asian Countries (2020, unknown): “…2009; Jeynes, 2003, 2005, 2007, 2012; Kim & Hill, 2015; Ma, Shen, Krenn, Hu, & Yuan, 2016; Mattingly, Prislin, McKenzie, Rodriguez, & Kayzar, 2002; Patall, Cooper, & Robinson, 2008; Senechal & Young, 2008), nine of which have been synthesized in a recent meta-synthesis conducted by Wilder (2014).”
A Review of Meta-Analyses in Education (2012, background): “For instance, Sénéchal and Young (2008) evaluated primary studies based on assignment, type of test, timing of pretest, and type of outcome measures, whereas Ritter, Barnett, Denny, and Albin (2009) focused on transparency of study, integrity of random assignment, attrition, and treatment fidelity.”
Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’ (2014, background): “For example, Senéchal and Young (2008) have shown that parents’ involvement in home-based, shared reading activities has a positive impact on children’s acquisition of reading and reading-related skills.”