For example, the effect size from studies where parents taught their children specific literacy skills were twice as effective (d = 1.15) as parents listening to their children read (d = 0.51), which, in turn, was much more effective than reading to the child (d = 0.18). These effects were reasonably consistent from kindergarten to grade 3, for students with (d = 0.38) and without reading difficulties (d = 0.74), and for families from different socioeconomic status groups.
