Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms
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| Title: | Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms |
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| Language: | English |
| Authors: | Emanuelle Silva-Chelles, Natalia Viana (ORCID |
| Source: | Review of Education. 2025 13(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 43 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Family Literacy, Literacy Education, Parents as Teachers, Home Programs, Early Intervention, Reading Comprehension, Reading Instruction, Learning Activities, Speech Skills, Oral Language, Language Acquisition, Program Effectiveness, Phonics |
| DOI: | 10.1002/rev3.70027 |
| ISSN: | 2049-6613 |
| Abstract: | Family literacy interventions, encompassing both meaning- and code-based activities, have generally demonstrated positive outcomes in fostering children's literacy and oral language skills. Despite the overall positive impact, the effectiveness of these interventions varies, and the distinction between the specific mechanisms underlying each approach to home literacy activities remains unclear. This article systematically reviews existing evidence on home literacy interventions, aiming to provide a clearer understanding of meaning- and code-based activities' roles in promoting children's literacy and oral language development. Our findings suggest that code-based activities are more effective in enhancing literacy skills, while meaning-based activities, particularly shared and dialogic reading, most effectively support oral language development. However, a strict separation between the two was not supported, as many studies implemented multiple intervention types concurrently. The most successful interventions included active conversational turns and clear strategies for parental involvement. Further research is needed to disentangle the specific contributions of code- and meaning-based activities in home literacy interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468441 |
| Database: | ERIC |
| Abstract: | Family literacy interventions, encompassing both meaning- and code-based activities, have generally demonstrated positive outcomes in fostering children's literacy and oral language skills. Despite the overall positive impact, the effectiveness of these interventions varies, and the distinction between the specific mechanisms underlying each approach to home literacy activities remains unclear. This article systematically reviews existing evidence on home literacy interventions, aiming to provide a clearer understanding of meaning- and code-based activities' roles in promoting children's literacy and oral language development. Our findings suggest that code-based activities are more effective in enhancing literacy skills, while meaning-based activities, particularly shared and dialogic reading, most effectively support oral language development. However, a strict separation between the two was not supported, as many studies implemented multiple intervention types concurrently. The most successful interventions included active conversational turns and clear strategies for parental involvement. Further research is needed to disentangle the specific contributions of code- and meaning-based activities in home literacy interventions. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70027 |
