PROTOCOL: Parental, Familial and Community Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review

Abstract

Learning is complex because it is both inherent in and applicable to every aspect of life. However, for a majority of the world’s children, despite increases in primary school enrolment, academic learning is neither occurring at expected rates, nor supplying the basic foundational skills necessary to succeed in the 21st century. There is evidence that families and communities can take steps to improve children’s academic learning, and many efforts are underway worldwide to improve their capacity to do so. However, there is a lack of clear information for the field regarding what type of intervention works (and what does not). Literacy in particular is a gateway skill that facilitates learning in other areas. In order to understand the most effective ways for improving children’s literacy, this review will focus on parental, familial, and community support interventions in low- and middle-income countries (LMICs) and their effects on children’s literacy development. The goal of the study is to increase the availability of information for evidence-based decision making for international agencies, nongovernmental organizations, and government policy makers.