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.
Public Significance StatementThis study demonstrated a moderate correlation between SL and language and reading outcomes, which is relevant to public health. Our findings can inform policy and be used to promote children's well-being and success in school. Educators may cultivate early SL skills and embed SL into instruction as a pathway to promote language and reading development.
The purpose of this meta-analytic review is to investigate the relation between statisticallearning (SL) and language-related outcomes, and between SL and reading-related outcomes. Acomprehensive search of peer-reviewed published research resulted in 42 articles with 53independent samples and 201 reported effect sizes (Pearson’s r). Results of our robust varianceestimation correlated effects model revealed a significant, moderate relation between SL andlanguage-related outcomes, r = 0.236, p < .001, and a significant, moderate relation between SLand reading-related outcomes, r = 0.239, p < .001. Moreover, age, the writing system of thelanguage, 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 andlanguage. The findings from this meta-analysis shed light on the contribution of multiple factorsthat impact how SL relates to language and reading outcomes, with important implications fordeveloping effective instructional practices that emphasize statistical regularities of oral andwritten materials in the classroom. Theoretical implications of these findings for language andreading development are discussed.
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