New research reinforces value of integrated literacy support for at-risk preschoolers

A landmark meta-analysis has confirmed that combining language and code-focused approaches in early literacy programs improves outcomes for children at risk of reading difficulties with important implications for curriculum planning and intervention in early childhood education and care (ECEC) settings.

Led by researchers from Western Sydney University and the University of Sydney, the study reviewed data from 43 early literacy interventions across 29 randomised controlled trials, covering more than 9,000 preschool-aged children 4 to 6 years.

The research evaluated the effectiveness of programs that addressed both language skills such as vocabulary and oral comprehension and code-related skills including phonological awareness and letter knowledge. These foundational components of emergent literacy are widely recognised as critical to later reading success.

Programs that gave equal attention to both language and code-related skills were shown to be just as effective and in some cases more effective than those that focused mainly on one area. The review found steady, meaningful gains in both skill sets, reinforcing the value of a balanced approach to early literacy support.

Researchers also noted a clear interrelationship between the two domains, suggesting that strengthening language may benefit code-related skills and vice versa. This reinforced the case for integrated literacy support, particularly for children identified as developmentally vulnerable.

Implications for the early learning sector

For educators and service leaders, the findings highlight the importance of designing or selecting literacy interventions that are evidence-informed and balanced in their approach. 

This includes using pedagogical strategies that blend rich oral language experiences with explicit phonics and code-based instruction.

This approach closely reflects the intent of the Early Years Learning Framework Version 2.0, which recognises communication as a core learning outcome and calls for responsive, intentional teaching that builds foundational literacy through language-rich environments. 

It also aligns strongly with National Quality Standard Quality Area 1, which emphasises educational programs that are both child-centred and informed by best practice and current research.

As the sector continues to focus on quality improvement and educational equity, this research offers timely insights into how services can better support early literacy outcomes. 

It also points to the need for ongoing professional learning, resource investment and collaboration between educators, allied health professionals and families.

Next steps and sector relevance

The strength of the data supports continued exploration of integrated literacy models in ECEC settings particularly those supporting children with literacy delays.

This research provides a robust foundation for further work in curriculum design, policy development and educator practice, and affirms the critical role of early intervention in shaping lifelong learning trajectories.

This article is based on findings from: Ezpeleta, C., Watts, T. W., Snow, P. C., & Arciuli, J. (2025).

Combined Language and Code Emergent Literacy Intervention for At-Risk Children: A Meta-Analytic Review.

A listing is also available through the Western Sydney University Research Repository.