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The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review
Monique Sénéchal*
and
Laura Young
* To whom correspondence should be addressed. E-mail: monique_senechal{at}carleton.ca.
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Abstract |
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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.
First published on September 18, 2008, doi:10.3102/0034654308320319
Review of Educational Research 2008;78:880.
A more recent version of this article appeared on December 1, 2008
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