ABSTRACT
The term “meta-analysis” refers to “the statistical analysis of a large collection of analysis results from individual studies for the purpose of integrating the fi ndings” (Glass, 1976, p. 3). Metaanalyses allow us to make generally applicable estimates of the eff ects of certain types of programs-in this case, family literacy programs-and to determine the conditions that make such programs eff ective for enhancing children’s literacy skills. Although several meta-analyses of studies examining the impact of parent-involvement programs have been conducted since the 1990s (Blok, Fukkink, Gebhardt, & Leseman, 2005; Erion, 2006; Fishel & Ramirez, 2005; Mattingly, Prislin, McKenzie, Rodriguez, & Kayzar, 2002; White, Taylor, & Moss, 1992), the meta-analytic interest in research that focuses specifi cally on family literacy interventions is quite new. In this chapter we summarize the recent meta-analytic evidence regarding the eff ectiveness of these interventions for children and use this information to answer three questions:
1. Do family literacy programs positively aff ect children’s literacy skills and, if so, to what extent?
