EBP Compendium: Summary of Systematic Review
Department of Health and Human Services; National Institute for Literacy
Developing Early Literacy Report of the National Early Literacy Panel: A Scientific Synthesis of Early Literacy Development and Implications for Intervention
National Institute for Literacy.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills.
What are the skills and abilities of young children (age birth through five years or kindergarten) that predict later reading, writing, or spelling outcomes?
Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
Wat environments and settings have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
What child characteristics have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
Population: Children ages 0 to 5.
Intervention/Assessment: Interventions, parenting activities, instruction, characteristics, skills, and environments that contribute to literacy
Number of Studies Included: 234
Years Included: Not stated
- Several skills do predict later reading, writing, and spelling outcomes. These include alphabet knowledge, phonological awareness, rapid naming tasks, writing, and phonological short-term memory. All of the reviewed interventions impacted one or more areas of literacy.
- Childrens' characteristics including age at intervention do not appear to impact the effectiveness of the intervention, with the exception of language intervention which appears to be more effective with younger children.
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Added to Compendium: December 2011