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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
Combined Language and Code Emergent Literacy Intervention for At‐Risk Preschool Children: A Systematic Meta‐Analytic Review
Child development, Vol.96(4), pp.1519-1545
07/2025
PMID: 40317756
Appears in Recent Faculty of Health Publications
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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.
Details
- Title
- Combined Language and Code Emergent Literacy Intervention for At‐Risk Preschool Children: A Systematic Meta‐Analytic Review
- Creators
- Jennie Cusiter - University of SydneyKate Short - University of SydneyAnnabel Webb - University of SydneyNatalie Munro - University of Sydney
- Publication Details
- Child development, Vol.96(4), pp.1519-1545
- Publisher
- Wiley Periodicals LLC.
- Number of pages
- 27
- Identifiers
- 991013281436202368
- Copyright
- © 2025 The Author(s).
- Academic Unit
- Allied Health and Midwifery; Faculty of Health
- Language
- English
- Resource Type
- Journal article