Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes

2020 ◽  
Vol 55 (S1) ◽  
Author(s):  
Rebecca D. Silverman ◽  
Erika Johnson ◽  
Kristin Keane ◽  
Saurabh Khanna
Keyword(s):  
Language Comprehension ◽  
Meta Analysis ◽  
Language And Literacy ◽  
Literacy Outcomes

Working memory and second language comprehension and production: A meta-analysis

2013 ◽  
Vol 21 (4) ◽  
pp. 861-883 ◽  
Author(s):  
Jared A. Linck ◽  
Peter Osthus ◽  
Joel T. Koeth ◽  
Michael F. Bunting
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Comprehension ◽  
Meta Analysis

scholarly journals Infant functional connectivity fingerprints predict long-term language and pre-literacy outcomes

2020 ◽  
Author(s):  
Xi Yu ◽  
Silvina Ferradal ◽  
Danielle D. Sliva ◽  
Jade Dunstan ◽  
Clarisa Carruthers ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Cognitive Abilities ◽  
Functional Organization ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Functional Connections ◽  
Literacy Outcomes ◽  
Functional Brain Networks ◽  
Longitudinal Imaging

AbstractFunctional brain networks undergo extensive development within the first few years of life. Previous studies have linked infant functional connectivity to cognitive abilities in toddlerhood. However, little is known regarding the long-term relevance of functional connections established in infancy for the protracted development of higher-order abilities of language and literacy. Employing a five-year longitudinal imaging project starting in infancy, this study utilizes resting-state functional MRI to demonstrate prospective associations between infant functional connectivity fingerprints and subsequent language and foundational literacy skills at a mean age of 6.5. These longitudinal associations are preserved when key environmental influences are controlled for and are independent of emergent language abilities in infancy, suggesting early development of functional network characteristics in supporting the acquisition of high-order language and pre-literacy skills. Altogether, the current results highlight the importance of functional organization established in infancy as a neural scaffold underlying the learning process of complex cognitive functions.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 34 (4) ◽  
pp. 205-214 ◽  
Author(s):  
Susannah A. Boyle ◽  
David McNaughton ◽  
Shelley E. Chapin
Keyword(s):  
Autism Spectrum Disorders ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Shared Reading ◽  
Language And Literacy ◽  
Early Language ◽  
Positive Effects ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.

scholarly journals Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

2003 ◽  
Vol 24 (3) ◽  
pp. 236-247 ◽  
Author(s):  
Linda J. Spencer ◽  
Brittan A. Barker ◽  
J. Bruce Tomblin
Keyword(s):  
Cochlear Implant ◽  
Language And Literacy ◽  
Literacy Outcomes

A Meta-Analysis Examining the Effect of E-Book Use on Literacy Outcomes for Students in Grades K–12

2020 ◽  
Vol 36 (5) ◽  
pp. 480-496
Author(s):  
Elizabeth Swanson ◽  
Christy R. Austin ◽  
Alicia A. Stewart ◽  
Nancy Scammacca
Keyword(s):  
Meta Analysis ◽  
Literacy Outcomes ◽  
K 12
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