Speaking Out for Language: Why Language Is Central to Reading Development
Abstract
Although the National Early Literacy Panel report provides an important distillation of research, the manner in which the data are reported underrepresents the importance of language. Unlike other predictors with moderate associations with later reading, language exerts pervasive and indirect influences that are not described by the effect sizes used in the meta-analysis. Also, unlike code-related skills that develop rapidly during the years studied, language develops over an extended time span. Because it is relatively difficult to devise interventions that dramatically alter children’s language abilities, the authors of this response are concerned that schools will target the more malleable code-based skills. They warn against such a move.
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When language development is delayed, the impact on further skill acquisition and academic progress can be profound.
“Indeed, when language development is delayed, the impact on further skill acquisition and academic progress can be profound (e.g., Dickinson, Golinkoff, & Hirsh-Pasek, 2010; Gleason & Ratner, 2009).”
From I. NIH TOOLBOX COGNITION BATTERY (CB): INTRODUCTION AND PEDIATRIC DATA (2013) · cites this paper as Dickinson, Golinkoff, & Hirsh-Pasek, 2010
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- Authors
- Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K.
- Affiliations
- Vanderbilt University (US)
- University of Delaware (US)
- Venue
- Educational Researcher
- Published
- 2010-05
- Volume
- 39
- Issue
- 4
- Pages
- 305-310
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W1983276225
- Cited by
- 377
- References
- 43
- Citations by year
- 2026: 12 · 2025: 18 · 2024: 15 · 2023: 19 · 2022: 30 · 2021: 19 · 2020: 64 · 2019: 62 · 2018: 22 · 2017: 20 · 2016: 16 · 2015: 21 · 2014: 14 · 2013: 20 · 2012: 10
- FWCI
- 27.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- language development, early literacy, reading acquisition, language skills, effect size, reading intervention, language intervention
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