A meta-analysis on the correlations between statistical learning, language, and reading outcomes

Bibliographic Data

ID9788820
AuthorsJinglei Ren (0000-0003-4350-528X, University of Maryland, College Park), Min Wang (0000-0001-8567-8125, University of Maryland, College Park), Joanne Arciuli (0000-0002-7467-9939, Flinders University)
Year2023
Volume59
Issue9
Pages1626-1644
Publication date2023-09-01
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0001577
PMID37384516
OpenAlexW4382539494
LanguageEN
Citations received7

< .001. Moreover, age, the writing system of the language, and SL paradigm moderate the strength of the association between SL and reading. Age is the only significant moderator on the strength of the association between SL and language. The findings from this meta-analysis shed light on the contribution of multiple factors that impact how SL relates to language and reading outcomes, with important implications for developing effective instructional practices that emphasize statistical regularities of oral and written materials in the classroom. Theoretical implications of these findings for language and reading development are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Association (psychology) · Cognition · Developmental psychology · Linguistics · MEDLINE · Meta-analysis · Moderation · Psycholinguistics · PsycINFO · Reading (process) · Reading comprehension · Relation (database) · Computer Science · Psychology · Social Psychology · Text Readability and Simplification

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