A Meta-analysis on the Correlations Between Statistical Learning, Language and Reading Outcomes

Abstract

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.