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.
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“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-citation
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
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