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Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children: A Systematic Meta-Analytic Review

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Bibliographic Details
Title: Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children: A Systematic Meta-Analytic Review
Language: English
Authors: Jennie Cusiter (ORCID 0000-0003-3033-5365), Kate Short (ORCID 0000-0002-2022-0620), Annabel Webb (ORCID 0000-0001-8435-4436), Natalie Munro (ORCID 0000-0002-5870-6378)
Source: Child Development. 2025 96(4):1519-1545.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Emergent Literacy, Meta Analysis, At Risk Students, Preschool Children, Intervention, Child Language, Vocabulary Development, Phonological Awareness, Language Skills, Outcomes of Education
DOI: 10.1111/cdev.14252
ISSN: 0009-3920
1467-8624
Abstract: This meta-analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at-risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including 9333 children (4-6 years; 55% male, 45% African American, 30% Hispanic) were included in the meta-analyses. Composite intervention effects were small: language (g = 0.11) and code (g = 0.23). Language and code outcomes were significantly related (p = 0.032). Interventions equally targeting code and language subskills produced equivalent or greater code and language outcomes than those with an unequal emphasis. Implications for future combined intervention studies are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475426
Database: ERIC
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Abstract:This meta-analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at-risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including 9333 children (4-6 years; 55% male, 45% African American, 30% Hispanic) were included in the meta-analyses. Composite intervention effects were small: language (g = 0.11) and code (g = 0.23). Language and code outcomes were significantly related (p = 0.032). Interventions equally targeting code and language subskills produced equivalent or greater code and language outcomes than those with an unequal emphasis. Implications for future combined intervention studies are discussed.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.14252