Lasting Effects of Kindergarten Family Literacy Intervention Programs

• In Event: Diverse Approaches to Literacy Intervention in the Primary Grades

Abstract

The objective of the study was to determine lasting effects of a family literacy (FL) program that engaged parents in facilitating literacy skills with their pre-K and kindergarten children. Specifically, we explored whether children who received the FL program maintained higher scores than the control group on longitudinal assessments years later. Longitudinal findings reveal that FL children had significantly higher scores on basic reading, word attack, and math fluency. There was no significant difference in children’s scores in areas in which the program did not have a direct focus. These findings suggest that FL programs support children’s long-term literacy and numeracy skills; however, this advantage relates specifically to the content of the program.

Authors

• Kristy Timmons, Queen's University

• Janette P. Pelletier, University of Toronto