View in EDS

Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms

Saved in:
Bibliographic Details
Title: Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms
Language: English
Authors: Emanuelle Silva-Chelles, Natalia Viana (ORCID 0009-0006-7591-9689), Fernanda Mata, Julia Lopes-Silva
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468441
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emanuelle+Silva-Chelles%22">Emanuelle Silva-Chelles</searchLink><br /><searchLink fieldCode="AR" term="%22Natalia+Viana%22">Natalia Viana</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-7591-9689">0009-0006-7591-9689</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernanda+Mata%22">Fernanda Mata</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Lopes-Silva%22">Julia Lopes-Silva</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2025 13(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 43
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Programs%22">Home Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Skills%22">Speech Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/rev3.70027
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468441
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468441
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rev3.70027
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Family Literacy
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Parents as Teachers
        Type: general
      – SubjectFull: Home Programs
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Speech Skills
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Phonics
        Type: general
    Titles:
      – TitleFull: Home Literacy Interventions and Children's Emergent Literacy and Oral Language Skills: A Systematic Review and Discussion of Underlying Mechanisms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Emanuelle Silva-Chelles
      – PersonEntity:
          Name:
            NameFull: Natalia Viana
      – PersonEntity:
          Name:
            NameFull: Fernanda Mata
      – PersonEntity:
          Name:
            NameFull: Julia Lopes-Silva
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2049-6613
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Review of Education
              Type: main
ResultId 1