Cited by 377Reading and Literacy DevelopmentEarly Childhood Education and DevelopmentLanguage Development and Disorders

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Speaking Out for Language: Why Language Is Central to Reading Development

Dickinson, David K., Golinkoff, Roberta M., Hirsh-Pasek, Kathy·2010·Educational Researcher

DOI 10.3102/0013189x10370204

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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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10.2307/1131410 · DOI
10.1037/0012-1649.33.6.934 · DOI
Dickinson D. K., Paper presented at the Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap, National Academies of Science
Dickinson D. K., Child Development
Dickinson D. K., 2001, Beginning literacy with language
Harris J., Handbook of early literacy research
10.1080/10888430709336632 · DOI
Willingham D. T., 2006, American Educator, 39

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Authors: Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K.
Affiliations: Vanderbilt University (US)
University of Delaware (US)
ORCID: Dickinson, David K.
Golinkoff, Roberta M.
Venue: Educational Researcher
Publisher: American Educational Research Association (AERA)
Published: 2010-05
Volume: 39
Issue: 4
Pages: 305-310
ISSN: 0013-189X (ISSN-L)
1935-102X
DOI: 10.3102/0013189x10370204
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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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Speaking Out for Language: Why Language Is Central to Reading Development

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