Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis

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Abstract
There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose of this meta-analysis was to describe and evaluate recent research examining the effects of at-home, family-implemented literacy interventions for school-aged children. A total of 25 interventions across 22 studies (12 with group designs and 10 with single-case experimental designs) were analyzed. The average effect on combined literacy outcomes was estimated as g = 0.36 (p < .01; Q = 191.83; I 2 = 36.17) for group design studies and g = 1.50 (p < .01; Q = 114.58; I 2 = 38.58) for single-case experimental design studies. Notably, for group design studies, effects varied by literacy outcome type. The mean effect for code-focused outcomes (i.e., PA, decoding/word reading, spelling, text reading) was g = 0.28 (p < .01) and the mean effect for meaning-focused outcomes (i.e., vocabulary, listening comprehension, reading comprehension) was g = 0.41 (p < .01). Overall, these findings support the implementation of family-delivered literacy interventions to improve literacy outcomes for school-aged children. At the same time, this meta-analysis revealed the paucity of research examining the effects of family-implemented literacy interventions, especially for older children, indicating a need for more research on this topic.

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