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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Related Experiment Video

Updated: May 9, 2025

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children: A Systematic Meta-Analytic

Jennie Cusiter1,2,3, Kate Short1,2,4, Annabel Webb1,5,6

  • 1The University of Sydney, Sydney, New South Wales, Australia.

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|May 3, 2025
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Summary

Combined early interventions for language and code skills show small but significant effects in preschoolers. Balanced approaches, equally emphasizing both language and code, yield better outcomes than unbalanced ones.

Keywords:
at‐riskearly literacyemergent literacy developmentinterventionlanguage disorderpreschool

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Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Linguistics

Background:

  • Preschoolers at risk often exhibit deficits in both language and code skills, crucial for academic success.
  • Combined interventions aim to address these dual needs, but their effectiveness and optimal design require further investigation.

Purpose of the Study:

  • To systematically review and meta-analyze the effectiveness of combined language and code interventions for at-risk preschoolers.
  • To explore synergistic effects and identify characteristics of effective interventions.
  • To examine the relationship between language and code outcomes.

Main Methods:

  • Meta-analysis of 29 randomized controlled trials published before March 2023.
  • Inclusion of 43 interventions involving 9333 children aged 4-6 years.
  • Analysis of composite intervention effects on language and code skills.

Main Results:

  • Small, statistically significant composite effects were found for language (g=0.11) and code (g=0.23) interventions.
  • Language and code outcomes were significantly related (p=0.032).
  • Interventions with an equal emphasis on both language and code subskills demonstrated equivalent or superior outcomes compared to those with unequal emphasis.

Conclusions:

  • Combined language and code interventions offer a small but beneficial effect for at-risk preschoolers.
  • A balanced approach, targeting both language and code skills equally, is recommended for maximizing intervention effectiveness.
  • Future research should consider the optimal balance of language and code components in intervention design.