Kristin Rogde and colleagues from the Campbell Collaboration have completed a systematic review that examines the effects of linguistic comprehension teaching on generalised measures of language and reading comprehension skills. Examples of linguistic comprehension skills include vocabulary, grammar and narrative skills.
The authors searched literature dating back to 1986, and identified 43 studies to include in the review, including samples of both pre-school and school-aged participants. Randomised controlled trials and quasi-experiments with a control group and a pre-post design were included.
Key findings of the review were as follows:
- The linguistic comprehension programmes included in the review display a small positive immediate effect on generalised outcomes of linguistic comprehension.
- The effect of the programmes on generalised measures of reading comprehension is negligible.
- Few studies report follow-up assessment of their participants.
According to the authors, linguistic comprehension teaching has the potential to increase children’s general linguistic comprehension skills. However, there is variability in effects related to the type of outcome measure that is used to examine the effect of such instruction on linguistic comprehension skills.
Source: The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review (November 2019), Campbell Systematic Reviews