A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young…

By Patricia H. Manz, C. L. Hughes, Ernesto Barnabas, Catherine B. Bracaliello, Marika Ginsburg-Block. 2010

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f926a436f24141ae99b9b580533a8381e10c4c4b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “1994, Lonigan & Whitehurst 1998), although the magnitudes of effect are stronger for European American families than for Latino and African American families (Manz et al. 2010).”
One Step at a Time (2018, background): “Recentmeta-analyses of these programs find that they are associatedwith small but significant short-term gains for young children (Manz et al. 2010; Reese, Sparks, and Leyva 2010).”
Reading to Young Children: A Head-Start in Life? (2014, unknown): “…a causal effect under the assumption that any unobservable differences between siblings relevant to the propensity to Unfortunately, many experimental studies have been for small numbers of children only (up to 280 observations as reported in Manz et al. , 2010) and are for specific subpopulations.”
The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, methodology): “For example, Manz et al. (2010) conducted a meta-analysis to investigate the family-based emergent literacy intervention in low-income, non-English-speaking and ethnic minority groups.”
The impact of shared book reading on children's language skills: A meta-analysis (2018, methodology): “However, when meta-analytic methods have been used to synthesise the results, research has indicated that socio-economic status moderates the effects, with smaller effect sizes for children from disadvantaged backgrounds (Manz, 2010; Mol, Bus, de Jong, & Smeets, 2008).”