Enhancing literacy skills in children who are at risk of lagging behind in school is an international policy priority, as these skills are of key importance for children’s academic careers. Recognizing the strong and long lasting influence of parents as first educators of their children, family literacy programs aim to promote children’s literacy development by stimulating the home literacy environment, particularly in at-risk families. Previously established disappointing program effects for these families stress the need for insight into how programs are implemented. Starting from a comprehensive framework for measuring implementation quality, this dissertation examines how implementation quality is generally included in family literacy research. Applying the framework in an effect study of the Dutch program Early Education at Home, this dissertation provides recommendations for how the implementation of family literacy programs can be improved.

Family literacy program, implementation quality, emergent literacy, language development, early childhood, parental involvement, parents, parent-child interactions, home-based intervention, SES, ethnic-minority status, home language.
R.C.M. van Steensel (Roel) , S.E. Severiens (Sabine) , A.J.S. van Gelderen (Amos)
Erasmus University Rotterdam
978-94-6375-055-4
hdl.handle.net/1765/112160
Department of Psychology, Education & Child Studies

de la Rie, S. (2018, November 15). Effects of Family Literacy Programs : the role of implementation quality. Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/112160