Effects of Family Literacy Programs on the Emergent Literacy Skills of Children From Low-SES Families: A Meta-Analysis

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-03-04 DOI:10.3102/0034654321998075

S. Fikrat-Wevers, R. van Steensel, L. Arends

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引用次数: 19

Abstract

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.

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家庭读写计划对低经济地位家庭儿童突现读写技能的影响:一项元分析

这项荟萃分析的目的是调查家庭识字计划对低社会经济地位家庭（0-6）儿童新兴识字技能的影响，并确定哪种计划、样本、研究和测量特征具有适度的计划效果。涵盖42个不同项目的48项（准）实验研究的结果显示，Cohen的d=0.50对即时后测的中等平均影响和Cohen的d=0.16对后续测量的边际平均影响。总之，不同调节变量的影响表明，儿童受益于有针对性的计划，这些计划侧重于有限的一系列活动和技能，并且仅限于一个（培训）背景。此外，我们在实验研究和研究人员开发的测试中发现了更大的影响。我们的研究结果不仅为项目开发人员提供了指导，还呼吁进行更多的纵向研究，研究项目参与带来的积极短期变化如何随着时间的推移而持续。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.