family literacy programs
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2021 ◽  
pp. 115-133
Author(s):  
Jacqueline Lynch ◽  
Esther Prins

2021 ◽  
pp. 003465432199807
Author(s):  
Suzanne Fikrat-Wevers ◽  
Roel van Steensel ◽  
Lidia Arends

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.


2021 ◽  
Vol 11 (2) ◽  
pp. 50
Author(s):  
Sanneke de la Rie ◽  
Roel van Steensel ◽  
Amos van Gelderen ◽  
Sabine Severiens

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.


2019 ◽  
Vol 48 (1) ◽  
pp. 49-58
Author(s):  
Caroline Barratt-Pugh ◽  
Yvonne Haig

Abstract This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. Creating Books in Communities is part of Better Beginnings, a state-wide program, developed by the State Library of Western Australia, for children and their families, that aims to develop literacy skills through fostering a love of books and language. Literature about the importance of recognising and valuing home languages and culture in supporting early literacy learning and the impact of family literacy programs is explored to provide a background to the program. The process of Creating Books in Communities is described in detail—it involves collaboration between librarians, early childhood partners, and community based artists working with families to produce a high-quality book. The impact of the program is explored through the voices of all the participants, revealing a number of positive family and community outcomes. We conclude the article by identifying six key factors related to the success of the program, which can be used as guidelines for implementation of the program both nationally and internationally.


2019 ◽  
Vol 21 (3) ◽  
pp. 64-78
Author(s):  
Stacey Crooks

This paper is rooted in an assumption that the tenacity of deficit thinking in family literacy programs in Canada is partly a reflection of our colonial settler history. I explore how embracing an ethic of “robust respect” may offer a way of re-orienting family literacy programs away from deficit thinking and towards relationships. Drawing on observation of the Traditional Aboriginal Parenting Program, I describe how “robust respect” is characterized by building respectful relationships, valuing the other, and acknowledging the historical and political context in which family literacy work is located.


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