The other factors that researchers should consider concerning literacy skills are cognitive processing, conceptual, linguistic, perceptual, and social aspects. Goode shows that through social factors, children deduce a speaker’s talkative intent and employ the information in guiding how they learn languages. Furthermore, the verbal environment plays another significant role in language learning.
Through perceptual factors, children’s perception becomes the center stage where the child can predict syntactic complexity and vocabulary size. Additionally, perceptibility matters in that in the English language, forms with minimal perceptual salience are the ones that challenge impaired learners. Impaired learners that do not have stress or lie united in a consonant cluster.
Through the cognitive process, the rate at which children learn is influenced by the frequency of their speech. Moreover, trading between any two languages requires establishing distinct domains that occur when the total target sentence demands elevated mental resources compared to what the child has.
Conceptually, terms of the relation are associated with mental age, where words that express time, location, cause, order, and size relate with mental age more compared to words that refer to events or objects. Lastly, linguistic factors like verb endings provide words to the meaning behind verbs, while current vocabulary can influence how learning occurs.