A Meta-Analysis on the Correlations between Statistical Learning, Language, and Reading Outcomes

Autor/inn/en	Ren, Jinglei; Wang, Min; Arciuli, Joanne
Titel	A Meta-Analysis on the Correlations between Statistical Learning, Language, and Reading Outcomes
Quelle	In: Developmental Psychology, 59 (2023) 9, S.1626-1644 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001577
Schlagwörter	Meta Analysis; Correlation; Reading Skills; Outcomes of Education; Teaching Methods; Instructional Effectiveness; Statistics; Learning Processes; Native Language; Age Differences; Oral Language; Written Language; Instructional Materials; Language Acquisition; Reading Instruction; Reaction Time; Context Effect; Cues; Grammar; Artificial Languages; Serial Ordering; Research Reports + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Korrelation; Reading skill; Lesefertigkeit; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Statistik; Learning process; Lernprozess; Age; Difference; Age difference; Altersunterschied; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachaneignung; Spracherwerb; Leseunterricht; Reaktionsvermögen; Stichwort; Grammatik; Ordnen; Ordnungsstruktur; Ordnungssystem; Research report; Forschungsbericht
Abstract	The purpose of this meta-analytic review is to investigate the relation between statistical learning (SL) and language-related outcomes, and between SL and reading-related outcomes. A comprehensive search of peer-reviewed published research resulted in 42 articles with 53 independent samples and 201 reported effect sizes (Pearson's r). Results of our robust variance estimation correlated effects model revealed a significant, moderate relation between SL and language-related outcomes, r = 0.236, p < 0.001, and a significant, moderate relation between SL and reading-related outcomes, r = 0.239, p < 0.001. Moreover, age, the writing system of the language, and SL paradigm moderate the strength of the association between SL and reading. Age is the only significant moderator on the strength of the association between SL and language. The findings from this meta-analysis shed light on the contribution of multiple factors that impact how SL relates to language and reading outcomes, with important implications for developing effective instructional practices that emphasize statistical regularities of oral and written materials in the classroom. Theoretical implications of these findings for language and reading development are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01