Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade
Bibliographic Data
| ID | 21381179 |
|---|---|
| Authors | Yan Jiang (0000-0001-9615-8600, University of California San Diego, corresponding author), Brittany Kaplan (0009-0006-1924-2407, University of California San Diego), Lillie Ko-Wong (0009-0007-5064-0339, University of California San Diego) |
| Year | 2025 |
| Publication date | 2025-06-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00346543251339131 |
| OpenAlex | W4411093082 |
| Language | EN |
| Citations received | 1 |
| References cited | 100 |
Language development in early childhood plays a vital role in children’s academic achievement and long-term development. It is essential to understand how teachers’ language practices impact children’s language development to improve educational outcomes. In the current meta-analysis, we examined the associations between early childhood teachers’ language practices and children’s language development from preschool to third grade. Of 14,852 articles screened, 118 articles from 104 unique studies were included, comprising 411 effect sizes, calculated through partial correlation, from 13,572 teachers and 112,533 child participants. Results revealed a statistically significant association between teachers’ language quality (e.g., linguistic, interactive, conceptual) and children’s language development ( r p = .11; p
Developmental psychology · Language development · Mathematics education · Pedagogy · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development
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| Citations per year | 1 |
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| Citation span | 2026 - 2026 (1) |
| Highly cited | No |