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Direct linkKarolina Wieczorek; Megan DeGroot; Heather Ganshorn; Susan A. Graham – Child Development, 2025
Research examining relations between language skills and social competence has yielded mixed findings. Three meta-analyses investigated links between language skills (overall, receptive, and expressive) and social competence in 2- to 12-year-old children. Data from 130 studies representing 62,120 children (M age at language assessment = 4.70…
Descriptors: Language Skills, Interpersonal Competence, Children, Receptive Language
Jennie Cusiter; Kate Short; Annabel Webb; Natalie Munro – Child Development, 2025
This meta-analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at-risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including…
Descriptors: Emergent Literacy, Meta Analysis, At Risk Students, Preschool Children
Dowdall, Nicholas; Melendez-Torres, G. J.; Murray, Lynne; Gardner, Frances; Hartford, Leila; Cooper, Peter J. – Child Development, 2020
Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta-analyses using robust variance estimation modeling on results from 19 RCTs (N[subscript total] = 2,594; M[subscript child age] = 1-6 years). Overall, book-sharing interventions had a small sized…
Descriptors: Intervention, Picture Books, Child Language, Language Acquisition
Or Dagan; Carlo Schuengel; Marije L. Verhage; Sheri Madigan; Glenn I. Roisman; Kristin Bernard; Robbie Duschinsky; Marian Bakermans-Kranenburg; Jean-François Bureau; Abraham Sagi-Schwartz; Rina D. Eiden; Maria S. Wong; Geoffrey L. Brown; Isabel Soares; Mirjam Oosterman; R. M. Pasco Fearon; Howard Steele; Carla Martins; Ora Aviezer – Child Development, 2024
An individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (M[subscript age]: 19.84 months; 51% female; 87% White)…
Descriptors: Parent Child Relationship, Attachment Behavior, Fathers, Mothers
Anderson, Nina J.; Graham, Susan A.; Prime, Heather; Jenkins, Jennifer M.; Madigan, Sheri – Child Development, 2021
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children's language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of…
Descriptors: Parent Child Relationship, Linguistic Input, Child Language, Effect Size
Borairi, Sahar; Fearon, Pasco; Madigan, Sheri; Plamondon, Andre; Jenkins, Jennifer – Child Development, 2021
This meta-analysis tested maternal responsivity as a mediator of the association between socioeconomic risk and children's preschool language abilities. The search included studies up to 2017 and meta-analytic structural equation modeling, allowed us to examine the magnitude of the indirect effect across 17 studies (k = 19). The meta-analysis…
Descriptors: Mothers, Parent Responsibility, Socioeconomic Status, Preschool Children
Kim, Young-Suk G.; Lee, Hansol; Zuilkowski, Stephanie S. – Child Development, 2020
Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various…
Descriptors: Reading Skills, Emergent Literacy, Reading Comprehension, Language Skills
Quinn, Jamie M.; Wagner, Richard K. – Child Development, 2018
The purpose of this review was to introduce readers of "Child Development" to the meta-analytic structural equation modeling (MASEM) technique. Provided are a background to the MASEM approach, a discussion of its utility in the study of child development, and an application of this technique in the study of reading comprehension (RC)…
Descriptors: Meta Analysis, Reading Comprehension, Structural Equation Models, Factor Structure
Peer reviewedMacNeilage, Peter F.; Davis, Barbara L.; Kinney, Ashlynn; Matyear, Christine L. – Child Development, 2000
Presents evidence for four major design features of serial organization of speech arising from comparison of babbling and early speech with patterns in ten languages. Maintains that no explanation for the design features is available from Universal Grammar; except for intercyclical consonant repetition development, perceptual-motor learning seems…
Descriptors: Child Language, Children, Influences, Language Acquisition
Peer reviewedBeckman, Mary E.; Edwards, Jan – Child Development, 2000
Presents evidence from studies on adults' language processing and children's language acquisition that the lexicon is at the core of grammatical generalizations at several levels of representation. Proposes that phonological acquisition might provide the bootstrapping into grammatical generalization in general. Concludes that age-appropriate…
Descriptors: Adults, Age Differences, Child Development, Children
Peer reviewedVosniadou, Stella – Child Development, 1987
Recent research on the development of children's abilities to comprehend and produce metaphorical language is reviewed. It is argued that the ability to produce and comprehend metaphorical language emerges out of children's undifferentiated similarity notions and gradually develops into a capacity to encompass an increased variety of conceptual…
Descriptors: Child Development, Children, Language Acquisition, Language Skills
Peer reviewedCorrigan, Roberta – Child Development, 1979
Explores the hypothesis that representation, as measured by object permanence attainment, is the main prerequisite for language acquisition. Differing definitions of representation, differing assumptions about cognitive stages, and differing criteria for assessing cognitive abilities such as object permanence may account for some of the divergent…
Descriptors: Cognitive Ability, Developmental Stages, Language Acquisition, Language Research
Toward Symbolic Functioning: Structure of Early Pretend Games and Potential Parallels with Language.
Peer reviewedMcCune-Nicolich, Lorraine – Child Development, 1981
Reviews evidence for a developmental sequence in symbolic play and attempts to provide a theoretical rationale for predicting correspondences between symbolic play and early language. (Author/RH)
Descriptors: Cognitive Development, Developmental Stages, Infants, Language Acquisition
Peer reviewedPennington, Bruce F. – Child Development, 1983
Comprehensively reviews known examples of genetically influenced learning disabilities and speech and language disorders, including familial dyslexia, stuttering, and other speech and language disorders, as well as sex-chromosome anomalies, treated PKU, and minor auto-somal anomalies. (Author/RH)
Descriptors: Children, Dyslexia, Genetics, Language Handicaps
Peer reviewedWitelson, Sandra F. – Child Development, 1987
Discusses the relevance of the study of the neurobiology of cognitive development, for an understanding of both the neural bases and the nature of cognition. Also considered are the age at which hemisphere specialization first appears and whether hemisphere specialization changes over time. (PCB)
Descriptors: Brain Hemisphere Functions, Child Development, Children, Cognitive Development
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