ArticlePolicy insights from the behavioral and brain sciences2019
If we don't look, we won't see: Measuring language development to inform literacy instruction.
Article in Policy insights from the behavioral and brain sciences, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
24 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Studies assessing domains pertaining to structural language in autism vary in reporting practices and approaches to assessment: A systematic review.Autism : the international journal of research and practice · 2024Pooled it
- One Size Does Not Fit All: Conceptualizing Alternative Data Approaches to Improve Single-Language Developmental Language Disorder Screening for Multilingual Public School Students.Language, speech, and hearing services in schools · 2026Article
- Prologue: language abilities in persons with dyslexia.Annals of dyslexia · 2026Article
- Analyzing state dyslexia legislation through the lens of oral language: an exploratory study.Annals of dyslexia · 2026Article
- What Do Teachers Know and Should Know About Developmental Language Disorder? Examining Knowledge, Attitudes, and Views of Teachers in Cyprus.Children (Basel, Switzerland) · 2026Article
- Neuropsychological Correlates of Linguistic Skills in At-Risk and Typically Developing Readers Across Educational Stages.Brain sciences · 2026Article
- Development and item selection of the language and dyslexia screening questionnaire in primary care settings.Frontiers in pediatrics · 2026Article
- Taking Steps in the Right Direction: Considerations for Implementing Universal Oral Language Screenings in the Schools.Language, speech, and hearing services in schools · 2025Article
- Introduction to the Forum: Intersectional Approaches to Language in Autism.Perspectives of the ASHA special interest groups · 2025Article
- Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.American journal of speech-language pathology · 2025Article
- Accessible Literacy for Emerging Communicators (ALEC): A Proposed Model and Case Application with Children on the Autism Spectrum.Perspectives of the ASHA special interest groups · 2024Article
- Adversity effects on nonword repetition skills: A proxy measure of language and reading ability.Child abuse & neglect · 2023Article
- Innovative Family-Based Genetically Informed Series of Analyses of Whole-Exome Data Supports Likely Inheritance for Grammar in Children with Specific Language Impairment.Children (Basel, Switzerland) · 2023Article
- Functional near-infrared spectroscopy in pediatric clinical research: Different pathophysiologies and promising clinical applications.Neurophotonics · 2023Article
- Educators' Perceptions of Barriers and Facilitators to the Implementation of Screeners for Developmental Language Disorder and Dyslexia.Journal of research in reading · 2022Article
- The identification and classification of struggling readers based on the simple view of reading.Dyslexia (Chichester, England) · 2022Article
- Teacher Educational Decision Making for Children With Specific Language Impairment.American journal of speech-language pathology · 2022Observational
- Family-Based Whole-Exome Analysis of Specific Language Impairment (SLI) Identifies Rare Variants inBrain sciences · 2021Article
- Tense Marking in the Kindergarten Population: Testing the Bimodal Distribution Hypothesis.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Pedigree-Based Gene Mapping Supports Previous Loci and Reveals Novel Suggestive Loci in Specific Language Impairment.Journal of speech, language, and hearing research : JSLHR · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Oral language abilities enable children to learn to read, and they predict future academic achievement and life outcomes. However, children with language impairment frequently go unidentified because schools do not systematically measure oral language development. Given that identification paves the way for treatment, schools should increase attention to oral language development, particularly within response to intervention (RTI) frameworks, which aim to prevent learning disabilities by identifying and intervening at early stages. Formal schooling should address language comprehension (in addition to word reading) to ensure an adequate foundation for future reading comprehension. In support, we overview the developmental relations between oral language abilities and reading skills, review current school-based assessment frameworks, and discuss how these frameworks can include language assessments. Measuring language skills early and often benefits not only those who have language impairment but also all children, as it documents language variability to inform differentiated instruction.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.