Elizabeth Spier|Pia Rebello Britto|Terri Pigott|Eugene Roehlkapartain|Michael McCarthy|Yael Kidron|Mengli Song|Peter C. Scales|Dan Wagner|Julia Lane|Jan Glover
Parental, Community, and Familial Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review
campbell systematic review assesses effectiveness parental familial community support childrens literacy development developing countries review summarises findings 13 studies 10 used metaanalysis many models widely used low middleincome countries include provision libraries standing mobile many countries including zimbabwe kenya india venezuela locallanguage publishing example cambodia sri lanka zambia literacy instruction outside schools including teaching literacy religious instruction distribution ereaders countries ghana uganda educational tv radio supporting community members educate children rigorous evidence effectiveness models used governments ngos around world exceptions educational tv radio supporting community members educate children overall interventions parent training childtochild tutoring effective eight nine reported outcomes show significant effects however considerable variation findings approaches may effective contexts educational television appears improve literacy frequent viewing ie three five times week several months abstract background majority worlds children despite substantial increases primary school enrollment academic learning neither occurring expected rates supplying basic foundational skills necessary succeed 21st century significant lag academic achievement tells us simply making formal education available fully meet childrens needs literacy development globally many interventions used support childrens literacy development channels outside formal education system childrens homes communities however lack information regarding effectiveness interventions objectives objective systematic review examine effectiveness parental familial community support childrens literacy development developing countries review provides information contextual influences parental familial community support childrens literacy development skills use interventions target influences explored following questions models reading literacy learning programs implemented homes communities low middleincome countries lmics models reading literacy learning programs implemented homes communities lmics empirical evidence regarding level effectiveness effective models improving childrens literacy outcomes search methods searches academic literature conducted 15 online databases across disciplines anthropology economics education international relations political science psychology sociology capture gray literature searched websites united nations agencies multinational organizations provide relevant programming governmental agencies example searched websites unicef unesco 3ie jpal usaid others project staff advisory panel members identified literature organizations reached contacts ask grey literature search conducted may july 2013 selection criteria included review studies published 2003 later include test intervention involving parents families community members goal improving childrens literacy development children ages 3 12 years preprimary primary school age comparison group take place lmic according 2012 world bank classification studies addressed educational radio eliminated consideration systematic review impact educational radio already exists ho amp thukral 2009 data collection analysis mendeley software used manage citations abstracts documents abstracts database initially screened single reviewer fact many studies cited multiple databases turn screened two reviewers studies passed screening two researchers independently reviewed ensure met criteria inclusion review thirteen studies identified review information extracted regarding study setting process used form control comparison group independence evaluation outcome measures attrition baseline equivalence child preliteracy literacy learning descriptions treatment comparison conditions characteristics participants implementers statistics required metaanalysis available ten studies included metaanalyses eight studies cluster randomized quasiexperimental trials level assignment school district level studies effect sizes computed using hedges 2007 t2 effect size assuming equal cluster sample sizes results initial search academic gray literature yielded 10430 study abstracts title abstract screening resulted elimination 10357 studies 21 duplicate citations removed remaining 52 studies 3 eliminated addressing topic educational radio 36 failure meet inclusion criteria left 13 studies included review studies fell three topic areas educational television interventions help parents learn support childrens school readiness tutoring interventions delivered peers community members studies involved interventions improve school readiness three areas intervention examined separately studies combined metaanalysis cases used intervention approach required statistical information available five studies provided effect size estimates interventions help parents support children learning three five studies reported significant differences baseline literacy scores overall literacy immediately intervention effect sizes five studies including total 864 children heterogeneous mean effect 035 95 percent confidence interval included 007 077 four studies including total 786 children provided information overall literacy oneyear followup effect sizes also heterogeneous mean effect 048 95 percent confidence interval included 035 130 five studies childtochild tutoring included metaanalysis studies reported difficulties data collection raising questions quality data included evaluation total reading posttest effect sizes four studies including total 1779 children heterogeneous mean 015 95 percent confidence interval included 027 058 beginning reading subtest four studies including 1767 children also heterogeneous mean 0107 95 percent confidence interval included 0 040 018 letter identification posttest effect sizes five studies including 2300 children heterogeneous mean 022 95 percent confidence interval included 0 013 057 writing posttest five effect sizes including 1993 children heterogeneous mean 027 significantly different 0 95 percent confidence interval 002 051 followup test reading achievement effect sizes three studies including 1407 children heterogeneous mean effect size 007 95 percent confidence interval included 0 025 039 followup test writing achievement effect sizes three studies including 1395 students homogeneous mean 0033 significantly different zero 95 percent confidence interval 010 017 followup test overall literacy effect sizes three studies including 1397 children homogeneous mean effect size 006 statistically different zero 95 percent confidence interval 015 026 authors conclusions review identified four areas evidence available regarding effectiveness intervention approach educational television educational radio interventions intended support parents ability develop childrens school readiness tutoring provided older peers community members educational radio addressed elsewhere see ho amp thukral 2009 considered review educational television positive impact young childrens literacy development child viewed programming three five times per week lower dosage interventions intended support parents ability develop childs school readiness found effective overall although positive effects countries peerled tutoring found improve childrens school readiness writing areas literacy however approach significant effects across multiple areas literacy country contexts tutoring program led community members resulted increases childrens literacy several limitations review based scarcity empirical studies limited focus interventions numerous descriptions interventions exist contained study program effectiveness reference comparison group found one study addressed intervention children ages 7 older found eligible studies latin america therefore left significant gaps understanding works lmics improve childrens literacy outcomes using interventions outside formal education system plain language summary campbell review brief wide range models outofschool interventions improve childrens literacy models subject rigorous evaluation support parents peers largely ineffective improving literacy though worked places educational tv positive effects review study majority worlds children academic learning neither occurring expected rates supplying basic foundational skills necessary succeed 21st century review examines availability evidence findings effectiveness interventions improve parental familial community support childrens literacy development developing countries aim review campbell systematic review assesses effectiveness parental familial community support childrens literacy development developing countries review summarises findings 13 studies 10 used metaanalysis studies included review included studies published since 2003 test intervention involving parents families community members goal improving literacy children aged 3 12 years study design comparison group report literacyrelated outcomes thirteen studies included review covering educational television interventions help parents learn support childrens school readiness tutoring interventions delivered peers main results review models reading literacy learning programs implemented homes communities many models widely used low middleincome countries include provision libraries standing mobile many countries including zimbabwe kenya india venezuela locallanguage publishing example cambodia sri lanka zambia literacy instruction outside schools including teaching literacy religious instruction distribution ereaders countries ghana uganda educational tv radio supporting community members educate children models reading literacy learning programs implemented homes communities lmics empirical evidence regarding level effectiveness rigorous evidence effectiveness models used governments ngos around world exceptions educational tv radio supporting community members educate children effective models improving childrens literacy outcomes overall interventions parent training childtochild tutoring effective eight nine reported outcomes show significant effects however considerable variation findings approaches may effective contexts educational television appears improve literacy frequent viewing ie three five times week several months findings review mean serious gaps knowledge programs worked settings replicated elsewhere contextual factors success identified understood evidence models used governments ngos none one latin america one study presenting evidence effects children aged seven date review review authors searched studies published july 2013 campbell systematic review published march 2016 campbell collaboration campbell collaboration international voluntary nonprofit research network publishes systematic reviews summarise evaluate quality evidence programs social behavioural sciences aim help people make better choices better policy decisions summary summary prepared howard white campbell collaboration based campbell systematic review 20164 parental community familial support interventions improve childrens literacy developing countries systematic review et spier pr britto pigott e roehlkapartain mccarthy kidron song p scales wagner j lane j glover anne mellbye rbup designed summary edited produced tanya kristiansen campbell collaboration