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Effects of a book gifting programme on literacy outcomes for foster children: A randomised controlled trial evaluation of the Letterbox Club in Northern Ireland

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  • Mooney, Jennifer
  • Winter, Karen
  • Connolly, Paul

Abstract

The poor educational outcomes of children in care are a significant concern internationally. Whilst there have been many interventions developed to address this problem, very few of these have been rigorously evaluated. This article presents the findings of a randomised controlled trial that sought to measure the effectiveness of a book gifting programme (the Letterbox Club) that aims to improve literacy skills amongst children aged 7–11years in foster care. The programme involves children receiving six parcels of books sent through the post over a six-month period. The trial, which ran between April 2013 and June 2014, involved a sample of 116 children in Northern Ireland (56 randomly allocated to the intervention group and 60 to a waiting list control group). Outcome measures focused on reading skills (reading accuracy, comprehension and rate) and attitudes to reading and school. The trial found no evidence that the book-gifting programme had any effect on any of the outcomes measured. Drawing upon some of the emergent themes from the accompanying qualitative process evaluation that sought to determine foster carer/child attitude towards and engagement with the parcels, it is suggested that one plausible reason for the ineffectiveness of the Letterbox Club, as intimated by carers and children (rather than explicitly explored with them), is the lack of support provided to the carers/children in relation to the packs received. Reflective of an ecological model of children's development, it is recommended that for book-gifting programmes to be effective they need to include a focus on encouraging the direct involvement of foster carers in shared literacy activities with the children using the books that are gifted.

Suggested Citation

  • Mooney, Jennifer & Winter, Karen & Connolly, Paul, 2016. "Effects of a book gifting programme on literacy outcomes for foster children: A randomised controlled trial evaluation of the Letterbox Club in Northern Ireland," Children and Youth Services Review, Elsevier, vol. 65(C), pages 1-8.
    • Handle: RePEc:eee:cysrev:v:65:y:2016:i:c:p:1-8
    DOI: 10.1016/j.childyouth.2016.03.009
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    Citations

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    Cited by:

    1. Goulet, Julie & Maltais, Christine & Archambault, Isabelle & Noël, Véronique & Guériton, Muriel, 2024. "Supporting academic achievement of children in out-of-home care through effective interventions: results of a systematic review and meta-analyses," Children and Youth Services Review, Elsevier, vol. 156(C).
    2. McSherry, Dominic & Fargas Malet, Montserrat & Weatherall, Kerrylee, 2016. "Comparing long-term placements for young children in care: Does placement type really matter?," Children and Youth Services Review, Elsevier, vol. 69(C), pages 56-66.
    3. Connolly, Paul & Sebba, Judy & Winter, Karen & Roberts, Jennifer & Tah, Priya & Millen, Sharon, 2023. "The effectiveness of book-gifting programmes to enhance the reading skills of children in care: A randomised controlled trial of ‘Reading Together’ in England," Children and Youth Services Review, Elsevier, vol. 153(C).
    4. Roberts, Jennifer & Winter, Karen & Connolly, Paul, 2017. "The Letterbox Club book gifting intervention: Findings from a qualitative evaluation accompanying a randomised controlled trial," Children and Youth Services Review, Elsevier, vol. 73(C), pages 467-473.
    5. Olayinka M. Onayemi & David Imhonopi & Isaac A. Oyekola, 2022. "Neglecting the Neglected: Encumbrances to Children’s Successful Transitioning From Orphanages to Adoptive Homes in Nigeria," SAGE Open, , vol. 12(1), pages 21582440221, March.
    6. Evans, Rhiannon & Hallett, Sophie & Rees, Alyson & Roberts, Louise, 2016. "The acceptability of educational Interventions: Qualitative evidence from children and young people in care," Children and Youth Services Review, Elsevier, vol. 71(C), pages 68-76.
    7. Durbeej, Natalie & Hellner, Clara, 2017. "Improving school performance among Swedish foster children: A quasi-experimental study exploring outcomes of the Skolfam model," Children and Youth Services Review, Elsevier, vol. 82(C), pages 466-476.

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