The DOI matches its Crossref record, with a small difference in title or year; 42 of the 43 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,541
School readiness and later achievement.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., et al. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.6.1428 · Cited by 5,439
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
Child Development and Emergent Literacy
Whitehurst, G. J., & Lonigan, C. J. (1998) · Child Development · doi:10.1111/j.1467-8624.1998.tb06247.x · Cited by 2,818
Preschool Program Improves Cognitive Control
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007) · Science · doi:10.1126/science.1151148 · Cited by 2,025
Blair, C. (2002) · American Psychologist · doi:10.1037/0003-066x.57.2.111 · Cited by 1,874
Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037/0012-1649.38.6.934 · Cited by 1,811
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.5.665 · Cited by 1,238
Early reading acquisition and its relation to reading experience and ability 10 years later.
Cunningham, A. E., & Stanovich, K. E. (1997) · Developmental Psychology · doi:10.1037//0012-1649.33.6.934 · Cited by 1,176
Handbook of early literacy research
Neuman, S. B., & Dickinson, D. K. (2002) · Cited by 1,083
Self-citationLanguage Deficits in Poor Comprehenders: A Case for the Simple View of Reading
Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2006/023 · Cited by 1,034
Language input and child syntax
Huttenlocher, J., Vasilyeva, M. J., Cymerman, E., & Levine, S. C. (2002) · Cognitive Psychology · doi:10.1016/s0010-0285(02)00500-5 · Cited by 943
Campbell, F. A., & Ramey, C. T. (1994) · Child Development · doi:10.1111/j.1467-8624.1994.tb00777.x · Cited by 854
An effective method for building meaning vocabulary in primary grades.
Biemiller, A. J., & Boote, C. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.44 · Cited by 776
Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors
Walker, D., Greenwood, C. R., Hart, B., & Carta, J. J. (1994) · Child Development · doi:10.1111/j.1467-8624.1994.tb00771.x · Cited by 762
Wasik, B. A., & Bond, M. A. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.243 · Cited by 691
The effects of a language and literacy intervention on Head Start children and teachers.
Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.63 · Cited by 677
Marchman, V. A., & Fernald, A. E. (2008) · Developmental Science · doi:10.1111/j.1467-7687.2008.00671.x · Cited by 667
Fernald, A. E., Perfors, A., & Marchman, V. A. (2006) · Developmental Psychology · doi:10.1037/0012-1649.42.1.98 · Cited by 622
Metsala, J. L. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.3 · Cited by 616
Hurtado, N., Marchman, V. A., & Fernald, A. E. (2008) · Developmental Science · doi:10.1111/j.1467-7687.2008.00768.x · Cited by 575
Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.3.465 · Cited by 543
Self-citationVellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007) · Scientific Studies of Reading · doi:10.1207/s1532799xssr1101_2 · Cited by 528
Prediction of school outcomes based on early language production and socioeconomic factors.
Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994) · Child Development · doi:10.2307/1131404 · Cited by 519
Handbook of Early Literacy Research
Rossi, P. (2002) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681200210405962 · Cited by 513
Pathways to Reading: The Role of Oral Language in the Transition to Reading.
(2005) · Developmental Psychology · doi:10.1037/0012-1649.41.2.428 · Cited by 492
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.1.23 · Cited by 480
McCormick, M. C., Jeanne Brooks-gunn, B., Buka, S. L., Goldman, J., Yu, J. W., Salganik, M. P., Scott, D. T., Bennett, F. C., Kay, L. L., BERNBAUM, J. C., et al. (2006) · PEDIATRICS · doi:10.1542/peds.2005-1316 · Cited by 445
Campbell, F. A., & Ramey, C. T. (1995) · American Educational Research Journal · doi:10.3102/00028312032004743 · Cited by 383
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009) · Reading Research Quarterly · doi:10.1598/rrq.44.3.1 · Cited by 369
Hirsh‐Pasek, K., & Golinkoff, R. M. (1996) · The MIT Press eBooks · doi:10.7551/mitpress/5188.001.0001 · Cited by 344
Self-citationMay, J. D. (1998) · Language · doi:10.2307/417849 · Cited by 295
Education and cognitive development: A natural experiment.
Morrison, F. J., Smith, L., & Ehrensberger‐Dow, M. (1995) · Developmental Psychology · doi:10.1037/0012-1649.31.5.789 · Cited by 171
Neuman, S. B., & Celano, D. C. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.2.2 · Cited by 166
Effects of language intervention on syntactic skill levels in preschoolers.
Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006) · Developmental Psychology · doi:10.1037/0012-1649.42.1.164 · Cited by 144
Handbook of Early Literacy Research. Volume 2.
Dickinson, D. K., & Neuman, S. B. (2006) · Guilford Publications · Cited by 84
Self-citation59th Yearbook of the National Reading Conference
Jiménez, R. T., Risko, V. J., Hundley, M. K., & Rowe, D. W. (2010) · Cited by 83
Spoken word recognition by Latino children learning Spanish as their first language
Hurtado, N., Marchman, V. A., & Fernald, A. E. (2007) · Journal of Child Language · doi:10.1017/s0305000906007896 · Cited by 76
Silvén, M., Poskiparta, E., Niemi, P., & Voeten, M. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.516 · Cited by 64
How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life
Golinkoff, R. M., & Hirsh‐Pasek, K. (1999) · Cited by 43
Self-citationVocabulary Development and Instruction.
Rupley, W. H. (1974) · The Reading Teacher · Cited by 3
Early Beginnings: Early Literacy Knowledge and Instruction
(2009) · PsycEXTRA Dataset · doi:10.1037/e513922010-001 · Cited by 3
Research works printed but not linked: 8
- 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
Cited by
Sorted by citations
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2019) · American Psychologist · doi:10.1037/amp0000452 · Cited by 388
Kim, Y. G. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.08.003 · Cited by 341
Suggate, S. P., Schaughency, E. A., McAnally, H. M., & Reese, E. (2018) · Cognitive Development · doi:10.1016/j.cogdev.2018.04.005 · Cited by 379
Pace, A. E., Alper, R. M., Burchinal, M., Golinkoff, R. M., & Hirsh‐Pasek, K. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.04.001 · Cited by 305
Self-citationMorgan, P. L., Farkas, G., Hillemeier, M. M., Hammer, C. S., & Maczuga, S. (2015) · Child Development · doi:10.1111/cdev.12398 · Cited by 300
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
