A meta-analysis on the correlations between statistical learning, language, and reading outcomes

Jinglei Ren, Min Wang, Joanne Arciuli

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

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 peerreviewed 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 =.236, p,.001, and a significant, moderate relation between SL and reading-related outcomes, r =.239, p,.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.

Original languageEnglish
Pages (from-to)1626-1644
Number of pages19
JournalDevelopmental psychology
Volume59
Issue number9
Early online date29 Jun 2023
DOIs
Publication statusPublished - Sept 2023

Keywords

  • statistical learning
  • language
  • reading
  • meta-analysis

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