Open AccessThe effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review
Author(s) -
Rogde Kristin,
Hagen Åste M.,
MelbyLervåg Monica,
Lervåg Arne
Publication year - 2019
Publication title -
campbell systematic reviews
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.295
H-Index - 4
ISSN - 1891-1803
DOI - 10.1002/cl2.1059
Subject(s) - reading comprehension , linguistics , comprehension , psychology , reading (process) , computer science , natural language processing , philosophy
Children who begin school with proficient language skills are more likely to develop adequate reading comprehension abilities and achieve academic success than children who struggle with poor language skills in their early years. Individual language difficulties, environmental factors related to socioeconomic status (SES), and having the educational language as a second language are all considered risk factors for language and literacy failure. Intervention programs have been designed with the aim of supporting at‐risk children’s language skills. In these programs, the instructional methods typically include a strong focus on vocabulary instruction within the context of storytelling or text reading. Elements that directly activate narrative and grammatical development are often included. What is the aim of this review? This Campbell systematic review examines the effects of linguistic comprehension instruction on generalized measures of language and reading comprehension skills. The review summarizes evidence from 43 studies, including samples of both preschool and school‐aged participants.