How Effective Are Family Literacy Programs for Children’s Literacy Skills?

Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v7n1p283 ◽

2017 ◽

Vol 7 (1) ◽

pp. 283

Author(s):

Fatima Al-Maadadi ◽

Fathi Ihmeideh ◽

Maryam Al-Falasi ◽

Chris Coughlin ◽

Tamader Al-Thani

Keyword(s):

Early Literacy ◽

Family Literacy ◽

Literacy Learning ◽

Literacy Programs ◽

Strong Positive Correlation ◽

The Family ◽

Family Literacy Programs ◽

Children's Literacy ◽

Teachers And Parents

The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.

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

Review of Educational Research ◽

10.3102/0034654321998075 ◽

2021 ◽

pp. 003465432199807

Author(s):

Suzanne Fikrat-Wevers ◽

Roel van Steensel ◽

Lidia Arends

Keyword(s):

Emergent Literacy ◽

Family Literacy ◽

Meta Analysis ◽

Experimental Studies ◽

Literacy Skills ◽

Literacy Programs ◽

Average Effect ◽

Emergent Literacy Skills ◽

Cohen’S D ◽

Family Literacy Programs

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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Toward a Social-Contextual Approach to Family Literacy

Harvard Educational Review ◽

10.17763/haer.59.2.h23731364l283156 ◽

1989 ◽

Vol 59 (2) ◽

pp. 165-182 ◽

Cited By ~ 169

Author(s):

Elsa Roberts Auerbach

Keyword(s):

Family Literacy ◽

School Success ◽

Cultural Practices ◽

Literacy Programs ◽

Contextual Approach ◽

Refugee Families ◽

Family Literacy Programs ◽

Children's Literacy ◽

Definition Of ◽

Immigrant And Refugee

The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.

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Effects of a Dutch Family Literacy Program: The Role of Implementation

Education Sciences ◽

10.3390/educsci11020050 ◽

2021 ◽

Vol 11 (2) ◽

pp. 50

Author(s):

Sanneke de la Rie ◽

Roel van Steensel ◽

Amos van Gelderen ◽

Sabine Severiens

Keyword(s):

Ethnic Minority ◽

Family Literacy ◽

Home Literacy Environment ◽

Literacy Programs ◽

Literacy Environment ◽

Family Literacy Programs ◽

Children's Literacy ◽

Dutch Family

It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children’s development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.

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