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A Three-Level Meta-Analysis of the Relationship Between Parental Language Input and Child Language Outcomes.

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Title: A Three-Level Meta-Analysis of the Relationship Between Parental Language Input and Child Language Outcomes.
Authors: Fu, Binhuang1 (AUTHOR), Zheng, Xinjun1 (AUTHOR) zhxj@wzu.edu.cn
Source: International Journal of Early Childhood. Aug2025, Vol. 57 Issue 2, p463-484. 22p.
Subject Terms: *Language acquisition, *Children's language, *Variation in language, Sociocultural factors, Aggregation (Statistics), Statistics, Linguistic complexity, Speech
Abstract (English): This study employed a three-level meta-analytic approach to investigate the relationship between parental language input and children's language outcomes, as well as the moderating effects of relevant variables. The analysis incorporated 41 original studies, including 160 effect sizes, with a sample size of 5,563 children. Results from the random effects model indicated a significant, moderate positive correlation between parental language input and children's language outcomes. Moderator analysis demonstrated that the association between parental lexical diversity and child language outcomes was significantly stronger compared to sentence complexity. No significant moderating effects were found for variables such as child diagnosis, language, parent and child gender, language outcome measures, the context of data collection, study design and child age. The study discusses possible reasons for the discrepancies between these findings and those of previous research. Future studies should further explore moderating variables related to parental language input and children's language outcomes, with an increased focus on the impact of cultural, policy, and other social environmental factors to identify novel avenues for enhancing language development in children. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: Cette étude a adopté une approche méta-analytique à trois niveaux pour examiner la relation entre l'entrée linguistique parentale et les résultats linguistiques des enfants, ainsi que les effets modérateurs de variables pertinentes. L'analyse a inclus 41 études originales, comprenant 160 tailles d'effet, avec un échantillon de 5 563 enfants. Les résultats du modèle à effets aléatoires ont indiqué une corrélation positive significative et modérée entre l'entrée linguistique parentale et les résultats linguistiques des enfants. L'analyse des modérateurs a démontré que l'association entre la diversité lexicale parentale et les résultats linguistiques de l'enfant était significativement plus forte par rapport à la complexité des phrases. Aucun effet modérateur significatif n'a été trouvé pour des variables telles que le diagnostic de l'enfant, la langue, le sexe des parents et de l'enfant, les mesures de résultats linguistiques, le contexte de la collecte de données, le design de l'étude et l'âge de l'enfant. L'étude discute des raisons possibles des écarts entre ces résultats et ceux des recherches antérieures. Les études futures devraient explorer davantage les variables modératrices liées à l'entrée linguistique parentale et aux résultats linguistiques des enfants, en mettant davantage l'accent sur l'impact des facteurs culturels, politiques et d'autres facteurs sociaux environnementaux afin d'identifier de nouvelles voies pour améliorer le développement linguistique chez les enfants. [ABSTRACT FROM AUTHOR]
Abstract (Swedish): Resúmenes: Este estudio empleó un enfoque meta-analítico de tres niveles para investigar la relación entre la entrada lingüística parental y los resultados lingüísticos de los niños, así como los efectos moderadores de variables relevantes. El análisis incorporó 41 estudios originales, incluyendo 160 tamaños de efecto, con un tamaño de muestra de 5,563 niños. Los resultados del modelo de efectos aleatorios indicaron una correlación positiva moderada y significativa entre la entrada lingüística parental y los resultados lingüísticos de los niños. El análisis de moderadores demostró que la asociación entre la diversidad léxica parental y los resultados lingüísticos del niño era significativamente más fuerte en comparación con la complejidad de las oraciones. No se encontraron efectos moderadores significativos para variables como el diagnóstico del niño, el idioma, el género de los padres y del niño, las medidas de resultados lingüísticos, el contexto de recolección de datos, el diseño del estudio y la edad del niño. El estudio discute posibles razones para las discrepancias entre estos hallazgos y los de investigaciones anteriores. Los estudios futuros deberían explorer más a fondo las variables moderadoras relacionadas con la entrada lingüística parental y los resultados lingüísticos de los niños, con un enfoque incrementado en el impacto de factores culturales, políticos y otros factores sociales ambientales para identificar nuevas vías para mejorar el desarrollo lingüístico en los niños. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A Three-Level Meta-Analysis of the Relationship Between Parental Language Input and Child Language Outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Fu%2C+Binhuang%22">Fu, Binhuang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zheng%2C+Xinjun%22">Zheng, Xinjun</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhxj@wzu.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Aug2025, Vol. 57 Issue 2, p463-484. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Variation+in+language%22">Variation in language</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Aggregation+%28Statistics%29%22">Aggregation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+complexity%22">Linguistic complexity</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This study employed a three-level meta-analytic approach to investigate the relationship between parental language input and children's language outcomes, as well as the moderating effects of relevant variables. The analysis incorporated 41 original studies, including 160 effect sizes, with a sample size of 5,563 children. Results from the random effects model indicated a significant, moderate positive correlation between parental language input and children's language outcomes. Moderator analysis demonstrated that the association between parental lexical diversity and child language outcomes was significantly stronger compared to sentence complexity. No significant moderating effects were found for variables such as child diagnosis, language, parent and child gender, language outcome measures, the context of data collection, study design and child age. The study discusses possible reasons for the discrepancies between these findings and those of previous research. Future studies should further explore moderating variables related to parental language input and children's language outcomes, with an increased focus on the impact of cultural, policy, and other social environmental factors to identify novel avenues for enhancing language development in children. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Résumé: Cette étude a adopté une approche méta-analytique à trois niveaux pour examiner la relation entre l'entrée linguistique parentale et les résultats linguistiques des enfants, ainsi que les effets modérateurs de variables pertinentes. L'analyse a inclus 41 études originales, comprenant 160 tailles d'effet, avec un échantillon de 5 563 enfants. Les résultats du modèle à effets aléatoires ont indiqué une corrélation positive significative et modérée entre l'entrée linguistique parentale et les résultats linguistiques des enfants. L'analyse des modérateurs a démontré que l'association entre la diversité lexicale parentale et les résultats linguistiques de l'enfant était significativement plus forte par rapport à la complexité des phrases. Aucun effet modérateur significatif n'a été trouvé pour des variables telles que le diagnostic de l'enfant, la langue, le sexe des parents et de l'enfant, les mesures de résultats linguistiques, le contexte de la collecte de données, le design de l'étude et l'âge de l'enfant. L'étude discute des raisons possibles des écarts entre ces résultats et ceux des recherches antérieures. Les études futures devraient explorer davantage les variables modératrices liées à l'entrée linguistique parentale et aux résultats linguistiques des enfants, en mettant davantage l'accent sur l'impact des facteurs culturels, politiques et d'autres facteurs sociaux environnementaux afin d'identifier de nouvelles voies pour améliorer le développement linguistique chez les enfants. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Swedish)
  Group: Ab
  Data: Resúmenes: Este estudio empleó un enfoque meta-analítico de tres niveles para investigar la relación entre la entrada lingüística parental y los resultados lingüísticos de los niños, así como los efectos moderadores de variables relevantes. El análisis incorporó 41 estudios originales, incluyendo 160 tamaños de efecto, con un tamaño de muestra de 5,563 niños. Los resultados del modelo de efectos aleatorios indicaron una correlación positiva moderada y significativa entre la entrada lingüística parental y los resultados lingüísticos de los niños. El análisis de moderadores demostró que la asociación entre la diversidad léxica parental y los resultados lingüísticos del niño era significativamente más fuerte en comparación con la complejidad de las oraciones. No se encontraron efectos moderadores significativos para variables como el diagnóstico del niño, el idioma, el género de los padres y del niño, las medidas de resultados lingüísticos, el contexto de recolección de datos, el diseño del estudio y la edad del niño. El estudio discute posibles razones para las discrepancias entre estos hallazgos y los de investigaciones anteriores. Los estudios futuros deberían explorer más a fondo las variables moderadoras relacionadas con la entrada lingüística parental y los resultados lingüísticos de los niños, con un enfoque incrementado en el impacto de factores culturales, políticos y otros factores sociales ambientales para identificar nuevas vías para mejorar el desarrollo lingüístico en los niños. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187670151
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        Value: 10.1007/s13158-024-00406-0
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        Type: general
      – SubjectFull: Children's language
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      – SubjectFull: Variation in language
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              Text: Aug2025
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