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

Jennie Cusiter; Kate Short; Annabel Webb; Natalie Munro

doi:10.1111/cdev.14252

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

Jennie Cusiter
, Kate Short
, Annabel Webb
, Natalie Munro

The University of Sydney
New South Wales Health
Sydney Children's Hospital
Ingham Institute of Applied Medical Research
Cerebral Palsy Alliance
Macquarie University
Southern Cross University

Research output: Contribution to journal › Review article › peer-review

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.

Original language	English
Pages (from-to)	1519-1545
Number of pages	27
Journal	Child Development
Volume	96
Issue number	4
DOIs	https://doi.org/10.1111/cdev.14252
Publication status	Published - 1 Jul 2025
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2025 The Author(s). Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

at-risk
early literacy
emergent literacy development
intervention
language disorder
preschool

Access to Document

10.1111/cdev.14252

Cite this

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

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.",

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doi = "10.1111/cdev.14252",

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TY - JOUR

T1 - Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children

T2 - A Systematic Meta-Analytic Review

AU - Cusiter, Jennie

AU - Short, Kate

AU - Webb, Annabel

AU - Munro, Natalie

PY - 2025/7/1

Y1 - 2025/7/1

N2 - 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.

AB - 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.

KW - at-risk

KW - early literacy

KW - emergent literacy development

KW - intervention

KW - language disorder

KW - preschool

UR - https://www.scopus.com/pages/publications/105003972115

U2 - 10.1111/cdev.14252

DO - 10.1111/cdev.14252

M3 - Review article

AN - SCOPUS:105003972115

SN - 0009-3920

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SP - 1519

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JO - Child Development

JF - Child Development

IS - 4

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

Abstract

Bibliographical note

UN SDGs

Keywords

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