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This meta-analysis examines the effects of family literacy programs on children’s literacy development. It analyzes the results of 30 recent effect studies (1990–2010), covering 47 samples, and distinguishes between effects in two domains: comprehension-related skills and code-related skills. A small but significant mean effect emerged ( d = 0.18). There was only a minor difference between comprehension- and code-related effect measures ( d = 0.22 vs. d = 0.17). Moderator analyses revealed no statistically significant effects of the program, sample, and study characteristics inferred from the reviewed publications. The results highlight the need for further research into how programs are carried out by parents and children, how program activities are incorporated into existing family literacy practices, and how program contents are transferred to parents.
Steensel et al. (Sat,) studied this question.