A review and meta-analysis of literacy interventions implemented by caregivers at home

References

• *Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive reading homework and parent involvement on children’s inference responses. Early Childhood Education Journal, 32(3), 173–178. https://doi.org/10.1023/B:ECEJ.0000048969.91442.36
   Google Scholar
• Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088–1101. https://doi.org/10.2307/2533446
   PubMed Web of Science ®Google Scholar
• *Bilgi, A. D. (2020). Evaluating the effect of parent reading interventions on improving reading fluency of students with reading disabilities. Behavioral Interventions, 35(2), 217–233. https://doi.org/10.1002/bin.1708
   Web of Science ®Google Scholar
• *Broden, M., Beasley, A., & Hall, R. V. (1978). In-class spelling performance: Effects of home tutoring by a parent. Behavior Modification, 2(4), 511–530. https://doi.org/10.1177/014544557824005
   Web of Science ®Google Scholar
• Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30. https://doi.org/10.1177/003172171009100705
   Web of Science ®Google Scholar
• *Camacho, A., & Alves, R. A. (2017). Fostering parental involvement in writing: Development and testing of the program cultivating writing. Reading and Writing, 30(2), 253–277. https://doi.org/10.1007/s11145-016-9672-6
   Web of Science ®Google Scholar
• *Chow, B. W., McBride-Chang, C., & Cheung, H. (2009). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
   Web of Science ®Google Scholar
• *Chow, B. W., McBride-Chang, C., Cheung, H., & Chow, C. S. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244. https://doi.org/10.1037/0012-1649.44.1.233
   PubMed Web of Science ®Google Scholar
• *Coates, K. S., & McLaughlin, T. F. (1992). The effect of parentfamily tutoring on oral reading rate with measures of clinical significance. B. C. Journal of Special Education, 16(3), 241–248.
   Google Scholar
• *Collins, L., & Matthey, S. (2001). Helping parents to read with their children: Evaluation of an individual and group reading motivation programme. Journal of Research in Reading, 24(1), 65–81. https://doi.org/10.1111/1467-9817.00133
   Google Scholar
• *Daly, E. J., & Kupzyk, S. (2012). An investigation of student-selected and parent-delivered reading interventions. Journal of Behavioral Education, 21(4), 295–314. https://doi.org/10.1007/s10864-012-9149-x
   Google Scholar
• *Dolan, L., & Caroselli, M. (1982). Parent involvement as a means to improve writing skills in the secondary schools. Research in the Teaching of English, 16(3), 288–294.
   Web of Science ®Google Scholar
• *Duvall, S. F., Delquadri, J. C., Elliott, M., & Hall, R. V. (1992). Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages, setting and time. Journal of Behavioral Education, 2(3), 281–303. https://doi.org/10.1007/BF00948819
   Google Scholar
• Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ (Clinical Research ed.), 315(7109), 629–634. https://doi.org/10.1136/bmj.315.7109.629
   PubMed Web of Science ®Google Scholar
• Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19(2), 119–136. https://doi.org/10.1007/bf00948819
   Web of Science ®Google Scholar
• Erion, J. (2006). Parent tutoring: A meta-analysis. Education and Treatment of Children, 29(1), 79–106.
   Google Scholar
• *Faires, J., Nichols, W. D., & Rickelman, R. J. (2000). Effects of parental involvement in developing competent readers in first grde. Reading Psychology, 21(3), 195–215. https://doi.org/10.1080/02702710050144340
   Google Scholar
• *Fiala, C. L., & Sheridan, S. M. (2003). Parent involvement and reading: Using curriculum-based measurement to assess the effects of pared reading. Psychology in the Schools, 40(6), 613–626. https://doi.org/10.1002/pits.10128
   Web of Science ®Google Scholar
• Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school-aged children. School Psychology Quarterly, 20(4), 371–402. https://doi.org/10.1521/scpq.2005.20.4.371
   Web of Science ®Google Scholar
• *Gang, D., & Poche, C. E. (1982). An effective program to train parents as reading tutors for their children. Education and Treatment of Children, 5(3), 211–232.
   Google Scholar
• *Gortmaker, V. J., Daly, E. J., McCurdy, M., Persampieri, M. J., & Hergenrader, M. (2007). Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent-tutoring interventions. Journal of Applied Behavior Analysis, 40(2), 203–221. https://doi.org/10.1901/jaba.2007.105-05
   PubMed Web of Science ®Google Scholar
• *Guastello, E. F., & Lenz, C. (2004). Improving children’s writing: A model for parent participation. The Language and Literacy Spectrum, 14, 31–47.
   Google Scholar
• *Hannon, P. (1987). A study of the effects of parental involvement in the teaching of reading on children’s reading test performance. British Journal of Educational Psychology, 57(1), 56–72. https://doi.org/10.1111/j.2044-8279.1987.tb03061.x
   Web of Science ®Google Scholar
• Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ (Clinical Research ed.), 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
   PubMed Web of Science ®Google Scholar
• *Hindin, A., & Paratore, J. R. (2007). Supporting young children’s literacy learning through home-school partnerships: The effectiveness of a home repeated-reading intervention. Journal of Literacy Research, 39(3), 307–333. https://doi.org/10.1080/10862960701613102
   Web of Science ®Google Scholar
• *Hook, C. L., & DuPaul, G. J. (1999). Parent tutoring for students with Attention-Deficit/Hyperactivity Disorder: Effects on reading performance at home and school. School Psychology Review, 28(1), 60–75. https://doi.org/10.1080/02796015.1999.12085948
   Web of Science ®Google Scholar
• Ingram, M., Wolfe, R. B., & Lieberman, J. M. (2007). The role of parents in high-achieving schools serving low-income, at-risk populations. Education and Urban Society, 39(4), 479–497. https://doi.org/10.1177/0013124507302120
   Web of Science ®Google Scholar
• Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269. https://doi.org/10.1177/0042085905274540
   Web of Science ®Google Scholar
• *Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524–546. https://doi.org/10.1598/RRQ.35.4.5
   Web of Science ®Google Scholar
• *Kelly-Vance, L., & Schreck, D. (2002). The impact of a collaborative family/school reading programme on student reading rate. Journal of Research in Reading, 25(1), 43–53. https://doi.org/10.1111/1467-9817.00157
   Google Scholar
• *Kim, J. S., & Guryan, J. (2010). The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families. Journal of Educational Psychology, 102(1), 20–31. https://doi.org/10.1037/a0017270
   Web of Science ®Google Scholar
• *Kim, J. S., Guryan, J., White, T. G., Quinn, D. M., Capotosto, L., & Kingston, H. C. (2016). Delayed effects of a low-cost and large-scale summer reading intervention on elementary school children’s reading comprehension. Journal of Research on Educational Effectiveness, 9(sup1), 1–22. https://doi.org/10.1080/19345747.2016.1164780
   Web of Science ®Google Scholar
• Konstantopoulos, S. (2011). Fixed effects and variance components estimation in three-level meta-analysis. Research Synthesis Methods, 2(1), 61–76. https://doi.org/10.1002/jrsm.35
   PubMed Web of Science ®Google Scholar
• *Koven, J. T., & Lebow, M. D. (1973). Teaching parents to remediate the academic problems of their children. The Journal of Experimental Education, 41(4), 64–73. https://doi.org/10.1080/00220973.1973.11011428
   Web of Science ®Google Scholar
• *Kraft, B. L., Findlay, P., Major, J., Gilberts, G., & Hofmeister, A. (2001). The association between a home reading program and young children’s early reading skill. Journal of Direct Instruction, 1(2), 117–136.
   Google Scholar
• *Kupzyk, S., McCurdy, M., Hofstadter, K. L., & Berger, L. (2011). Recorded readings: A taped parent-tutoring intervention. Journal of Behavioral Education, 20(2), 87–102. https://doi.org/10.1007/s10864-011-9123-z
   Google Scholar
• *Kupzyk, S., Daly, E. J., & Andersen, M. N. (2012). Preparing teacher to train parents to use evidence-based strategies for oral reading fluency with their children. Contemporary School Psychology, 16(1), 129–140. https://doi.org/10.1007/BF03340981
   Google Scholar
• *Law, M., & Kratochwill, T. R. (1993). Paired reading: An evaluation of a parent tutorial program. School Psychology International, 14(2), 119–147. https://doi.org/10.1177/0143034393142003
   Google Scholar
• *Leach, D. J., & Siddall, S. W. (1990). Parental involvement in the teaching or reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods. British Journal of Educational Psychology, 60(3), 349–355. https://doi.org/10.1111/j.2044-8279.1990.tb00951.x
   Google Scholar
• *Lopez, A., & Cole, C. L. (1999). Effects of a parent-implemented intervention on the academic readiness skills of five Puerto Rican kindergarten students in an urban school. School Psychology Review, 28(3), 439–447. https://doi.org/10.1080/02796015.1999.12085976
   Web of Science ®Google Scholar
• *Love, J. M., & Van Biervliet, A. (1984). Training parents to be home reading tutors: Generalization of children’s reading skills from home to school. The Exceptional Child, 31(2), 114–127. https://doi.org/10.1080/0156655840310205
   Google Scholar
• *McConnell, B. M., & Kubina, R. (2016). Parents using explicit reading instruction with their children at-risk for reading difficulties. Education and Treatment of Children, 39(2), 115–139. https://doi.org/10.1353/etc.2016.0010
   Web of Science ®Google Scholar
• *McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent-Child Reading Program. Learning and Instruction, 19(1), 79–95. https://doi.org/10.1016/j.learninstruc.2008.02.002
   Web of Science ®Google Scholar
• *Mehran, M., & White, K. R. (1988). Parent tutoring as a supplement to compensatory education for first-grade children. Remedial and Special Education, 9(3), 35–41. https://doi.org/10.1177/074193258800900307
   Web of Science ®Google Scholar
• *Miller, A., Robson, D., & Bushell, R. (1986). Parental participation in paired reading: A controlled study. Educational Psychology, 6(3), 277–284. https://doi.org/10.1016/j.learninstruc.2008.02.002
   Google Scholar
• *Miller, B. V., & Kratochwill, T. R. (1996). An evaluation of the paired reading program using competency-based training. School Psychology International, 17(3), 269–291. https://doi.org/10.1177/0143034396173003
   Web of Science ®Google Scholar
• *Mitchell, C., & Begeny, J. C. (2014). Improving student reading through parents’ implementation of a structured reading program. School Psychology Review, 43(1), 41–58. https://doi.org/10.1080/02796015.2014.12087453
   Web of Science ®Google Scholar
• *Morrow, L. M., & Young, J. (1997). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89(4), 736–742. https://doi.org/10.1037/0022-0663.89.4.736
   Web of Science ®Google Scholar
• *Mudre, L. H., & McCormick, S. (1989). Effects of meaning-focused cues on underachieving readers’ context use, self-corrections, and literal comprehension. Reading Research Quarterly, 24(1), 89–113. https://doi.org/10.2307/748012
   Web of Science ®Google Scholar
• Neuchatel, C. H. (2008). GraphClick (Version 3.0) [Computer software]. Arizona-Software. http://www.arizona-software.ch
   Google Scholar
• *Niedermeyer, F. C. (1970). Parents teacher kindergarten reading at home. The Elementary School Journal, 70(8), 438–445. https://doi.org/10.1086/460605
   Web of Science ®Google Scholar
• *Niklas, F., & Schneider, W. (2015). With a little help: Improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing, 28(4), 491–508. https://doi.org/10.1007/s11145-014-9534-z
   Web of Science ®Google Scholar
• Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157–159. https://doi.org/10.2307/1164923
   Google Scholar
• *Overett, J., & Donald, D. (1998). Paired reading: Effects of a parent involvement programme in a disadvantaged community in South Africa. British Journal of Educational Psychology, 68(3), 347–356. https://doi.org/10.1111/j.2044-8279.1998.tb01296.x
   Google Scholar
• *Pagan, S., & Sénéchal, M. (2014). Involving parents in a summer book reading program to promote reading comprehension, fluency, and vocabulary in grade 3 and grade 5 children. Canadian Journal of Education, 37(2), 1–31.
   Google Scholar
• Pastor, D. A., & Lazowski, R. A. (2018). On the multilevel nature of meta-analysis: A tutorial, comparison of software programs, and discussion of analytic choices. Multivariate Behavioral Research, 53(1), 74–89. https://doi.org/10.1080/00273171.2017.1365684
   PubMed Web of Science ®Google Scholar
• Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039–1101. https://doi.org/10.3102/0034654308325185
   Web of Science ®Google Scholar
• *Persampieri, M., Gortmaker, G., Daly, E. J., Sheridan, S. M., & McCurdy, M. (2006). Promoting parent use of empirically supported reading intervention: Two experimental investigations of child outcomes. Behavioral Interventions, 21(1), 31–57. https://doi.org/10.1002/bin.210
   Web of Science ®Google Scholar
• *Powell-Smith, K. A., Shinn, M. R., Stoner, G., & Good, R. H. (2000). Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. School Psychology Review, 29(1), 5–27. https://doi.org/10.1080/02796015.2000.12085995
   Web of Science ®Google Scholar
• Pustejovsky, J. E., Chen, M., Hamilton, B. (2021). scdhlm: A web-based calculator for between-case standardized mean differences (Version 0.5.2)\[Web application\]. https://jepusto.shinyapps.io/scdhlm
   Google Scholar
• Pustejovsky, J. E., Hedges, L. V., & Shadish, W. R. (2014). Design-comparable effect sizes in multiple baseline designs: A general modeling framework. Journal of Educational and Behavioral Statistics, 39(5), 368–393. https://doi.org/10.3102/1076998614547577
   Web of Science ®Google Scholar
• *Rasinski, T., & Stevenson, B. (2005). The effects of Fast Start Reading: A fluency-based home involvement reading program, on the reading achievement of beginning readers. Reading Psychology, 26(2), 109–125. https://doi.org/10.1080/02702710590930483
   Google Scholar
• *Regal, J. M., & Elliott, R. N. (1971). A special program for special education. Exceptional Children, 38(1), 67–68. https://doi.org/10.1177/001440297103800109
   PubMed Web of Science ®Google Scholar
• *Reglin, G., Cameron, H., & Losike-Sedimo, N. (2012). Effects of a parent support reading intervention on seventh-grade at-risk students’ reading comprehension scores. Reading Improvement, 49(1), 17–27.
   Google Scholar
• *Resetar, J. L., Noell, G. H., & Pellegrin, A. L. (2006). Teaching parents to use research-supported systematic strategies to tutor their children in reading. School Psychology Quarterly, 21(3), 241–261. https://doi.org/10.1521/scpq.2006.21.3.241
   Web of Science ®Google Scholar
• *Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2005). Words to Go!: Evaluating a first-grade parent involvement program for "making" words at home. Reading Research and Instruction, 45(2), 119–159. https://doi.org/10.1080/19388070609558445
   Google Scholar
• *Saint-Laurent, L., & Giasson, J. (2005). Effects of a family literacy program adapting parental intervention to first graders’ evoluation of reading and writing abilities. Journal of Early Childhood Literacy, 5(3), 253–278. https://doi.org/10.1177/1468798405058688
   Google Scholar
• *Schreder, S. J., Hupp, S. D. A., Everett, G. E., & Krohn, E. (2012). Targeting reading fluency through brief experimental analysis and parental intervention over the summer. Journal of Applied School Psychology, 28(2), 200–220. https://doi.org/10.1080/15377903.2012.670047
   Google Scholar
• Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. https://doi.org/10.3102/0034654308320319
   Web of Science ®Google Scholar
• *Shah-Wundenberg, M., Wyse, D., & Chaplain, R. (2013). Parents helping their children learn to read: The effectiveness of paired reading and hearing reading in a developing country context. Journal of Early Childhood Literacy, 13(4), 471–500. https://doi.org/10.1177/1468798412438067
   Google Scholar
• *St. Clair, L., & Jackson, B. (2006). Effect of family involvement training on the language skills of young elementary children from migrant families. The School Community Journal, 16(1), 31–41.
   Google Scholar
• *Steiner, L. M. (2014). A family literacy intervention to support parents in children’s early literacy learning. Reading Psychology, 35(8), 703–735. https://doi.org/10.1080/02702711.2013.801215
   Google Scholar
• *Thurston, L. P., & Dasta, K. (1990). An analysis of in-home parent tutoring procedures: Effects on children’s academic behavior at home and in school and on parents’ tutoring behaviors. Remedial and Special Education, 11(4), 41–52. https://doi.org/10.1177/074193259001100409
   Web of Science ®Google Scholar
• *Tizard, J., Schofield, W. N., & Hewison, J. (1982). Collaboration between teachers and parents in assisting children’s reading. British Journal of Educational Psychology, 52(1), 1–15. https://doi.org/10.1111/j.2044-8279.1982.tb02498.x
   Web of Science ®Google Scholar
• Valentine, J. C., Tanner‐Smith, E. E., Pustejovsky, J. E., & Lau, T. S. (2016). Between-case standardized mean difference effect sizes for single-case designs: A primer and tutorial using the scdhlm web application. Campbell Systematic Reviews, 12(1), 1–31. https://doi.org/10.4073/cmpn.2016.3
   Google Scholar
• *Valleley, R. J., Evans, J. H., & Allen, K. D. (2002). Family implementation of an oral reading intervention: A case study. Child & Family Behavior Therapy, 24(4), 39–50. https://doi.org/10.1300/J019v24n04_03
   Web of Science ®Google Scholar
• *Van Otterloo, S. G., van der Leij, A., & Henrichs, L. F. (2009). Early home-based intervention in the Netherlands for children at familial risk of dyslexia. Dyslexia (Chichester, England), 15(3), 187–217. https://doi.org/10.1002/dys.376
   PubMed Web of Science ®Google Scholar
• Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://doi.org/10.18637/jss.v036.i03
   Web of Science ®Google Scholar
• *Villiger, C., Niggli, A., Wandeler, C., & Kutzelmann, S. (2012). Does family make a difference: Mid-term effects of a school/home-based intervention program to enhance reading motivation. Learning and Instruction, 22(2), 79–91. https://doi.org/10.1016/j.learninstruc.2011.07.001
   Web of Science ®Google Scholar
• *Vinograd-Bausell, C. R., & Bausell, R. B. (1987). Home teaching of word recognition skills. Journal of Research and Development in Education, 20, 57–65.
   Google Scholar
• *Vinograd-Bausell, C. R., Bausell, R. B., Proctor, W., & Chandler, B. (1986). Impact of unsupervised parent tutors on word recognition skills. The Journal of Special Education, 20(1), 83–90. https://doi.org/10.1177/002246698602000109
   Web of Science ®Google Scholar
• Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
   PubMed Web of Science ®Google Scholar
• *Watson, T., & Hempenstall, K. (2008). Effects of a computer based beginning reading program on young children. Australasian Journal of Educational Technology, 24(3), 258–274. https://doi.org/10.14742/ajet.1208
   Web of Science ®Google Scholar
• *Wedel, J. W., & Fowler, S. A. (1984). “Read me a story, Mom”: A home-tutoring program to teach prereading skills to language-delayed children. Behavior Modification, 8(2), 245–266. https://doi.org/10.1177/01454455840082006
   PubMed Web of Science ®Google Scholar
• What Works Clearinghouse. (2020). What works clearinghouse standards handbook, Version 4.1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
   Google Scholar
• *Wilkins, C., Gersten, R., Decker, L. E., Grunden, L., Brasiel, S., Brunnert, K., & Jayanthi, M. (2012). Does a summer reading program based on Lexiles affect reading comprehension? (NCEE 2012-4006). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Wolfendale, S. (1983). Parental participation in children’s development and education. Gordon and Breach.
   Google Scholar
• *Wood, K. R., Wood, E., Gottardo, A., Archer, K., Savage, R., & Piquette, N. (2021). Workshop training to facilitate parent-child instructional opportunities for reading and social development with kindergarten students. Journal of Research in Childhood Education, 35(3), 438–457. https://doi.org/10.1080/02568543.2020.1736218
   Web of Science ®Google Scholar