Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis.

2018 ◽  
Vol 33 (3) ◽  
pp. 337-349 ◽  
Author(s):  
Jason C. Chow ◽  
Erik Ekholm ◽  
Heather Coleman
Keyword(s):  
Behavior Problems ◽  
Oral Language ◽  
Meta Analysis

Physical Abuse, Emotional Abuse, and Neglect and Childhood Behavior Problems: A Meta-Analysis of Studies in Mainland China

2018 ◽  
Vol 21 (1) ◽  
pp. 206-224 ◽  
Author(s):  
Naixue Cui ◽  
Jianghong Liu
Keyword(s):  
Child Maltreatment ◽  
Behavior Problems ◽  
Emotional Abuse ◽  
Meta Analysis ◽  
Mainland China ◽  
Effect Sizes ◽  
Childhood Behavior ◽  
Abuse And Neglect ◽  
Meta Analyses ◽  
Childhood Behavior Problems

The relationship between three types of child maltreatment, including physical abuse, emotional abuse and neglect, and childhood behavior problems in Mainland China, has not been systematically examined. This meta-analysis reviewed findings from 42 studies conducted in 98,749 children in Mainland China and analyzed the pooled effect sizes of the associations between child maltreatment and childhood behavior problems, heterogeneity in study findings, and publication bias. In addition, this study explored cross-study similarities/differences by comparing the pooled estimates with findings from five existing meta-analyses. Equivalent small-to-moderate effect sizes emerged in the relationships between the three types of maltreatment and child externalizing and internalizing behaviors, except that emotional abuse related more to internalizing than externalizing behaviors. Considerable heterogeneity exists among the 42 studies. Weak evidence suggests that child gender and reporter of emotional abuse may moderate the strengths of the relationships between child maltreatment and behavior problems. No indication of publication bias emerged. Cross-study comparisons show that the pooled effect sizes in this meta-analysis are about equal to those reported in the five meta-analyses conducted in child and adult populations across the world. Findings urge relevant agencies in Mainland China to build an effective child protection system to prevent child maltreatment.

Literacy, Basic Processes, and Interventions for Struggling Readers

2019 ◽  
Author(s):  
Robert Savage
Keyword(s):  
Struggling Readers ◽  
Oral Language ◽  
Meta Analysis ◽  
Learning Task ◽  
Key Factors ◽  
Reading Processes ◽  
Word Level ◽  
Effective Interventions ◽  
Gene Environment ◽  
Evidence Of Impact

Literacy is a gateway to education, and yet universal literacy remains an aspiration rather than a reality. The science of reading has, however, made significant progress in understanding the key factors that impact development. Five relevant factors can be identified. The first factor is the developmental focus of models. Here the richness and dynamic nature of development is central. Models must clearly explain change and phenomena such as bi- and multilingualism. A second factor concerns bioecological influences on development. Stronger models include understandings of the complexity of gene–environment interactions in development. A third pertinent factor concerns the precise nature of the learning task facing the beginner reader, and in particular the influence of distinct orthographies. A fourth factor concerns the coherent exposition of the cognitive processes involved in “word-level” and “text-level” reading processes. Finally, contextual effects on literacy are profound. Historical and politicoeconomic forces are often linked to wide country- and region-based differences in literacy. A detailed treatment of what is known about effective interventions for struggling readers can be built on the basis of this theorizing. Here, evidence from meta-analysis suggests that both the word-level decoding and text-level comprehension aspects of reading development can be measurably improved through evidence-based interventions. For word-level interventions studies focusing on phonics currently furnish the most secure evidence of impact. For text-level comprehension, interventions focusing on oral language development and text-based meta-cognitive strategy appear the most efficacious. Measure of treatment effects for such interventions show modest but reliable impacts on development and form the basis of ongoing efforts to optimize interventions.

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