Meta-Analysis of Home-Based Early Literacy Instruction for At-Risk Children

• In Event: Roundtable Session 2
  In Roundtable Session: Home Literacy

Abstract

Past studies have shown that developing early literacy skills with young children result in stronger future reading outcomes. This meta-analysis examines home-based interventions for improving the early literacy skills of pre-kindergarten aged children from at-risk backgrounds. A small overall effect was found (d = .27) in this study, which was consistent with previous studies. Moderator analyses included comparing length of interventions, preschool attendance, test criteria, and intervention type. The results of the moderator analyses indicate that longer interventions with children not in preschool may have higher effect sizes than shorter interventions with children attending preschool. In addition, dialogic reading strategies appear to have higher effects than other home-based interventions. Limitations and future research directions are also discussed.

Author

• Richard Kong, University of California - Riverside