Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children: A Systematic Meta-Analytic Review

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-05-03 DOI:10.1111/cdev.14252

Jennie Cusiter, Kate Short, Annabel Webb, Natalie Munro

引用次数: 0

Abstract

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 9333 children (4–6 years; 55% male, 45% African American, 30% Hispanic) were included in the meta-analyses. Composite intervention effects were small: language (g = 0.11) and code (g = 0.23). Language and code outcomes were significantly related (p = 0.032). Interventions equally targeting code and language subskills produced equivalent or greater code and language outcomes than those with an unequal emphasis. Implications for future combined intervention studies are discussed.

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学龄前儿童语言与代码联合应急读写干预：系统元分析回顾

本荟萃分析综述探讨了语言（如词汇）和代码（如语音意识）联合干预的特点和有效性，包括对高危学龄前儿童的协同干预效果。来自2023年3月前发表的29项随机对照试验的数据，报告了43项干预措施，包括9333名儿童(4-6岁；55%为男性，45%为非洲裔美国人，30%为西班牙裔美国人)纳入meta分析。综合干预效果较小：语言（g = 0.11）和代码（g = 0.23）。语言和代码结果显著相关（p = 0.032）。同样以代码和语言子技能为目标的干预措施比那些不平等强调的干预措施产生了相同或更高的代码和语言结果。讨论了未来联合干预研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.