A considerable body of literature suggests that children's language development is shaped by distal factors such as the availability of economic resources (Hoff, 2003;Pan et al., 2005;White, 1982) and proximal factors such as caregiver interactions (Madigan et al., 2019). It is important to consider how these distal and proximal factors operate together on child language skills. Ecological models of child development capture the idea that there are multiple embedded levels of the environment that have an effect on children, both directly and indirectly, including broad influences, such as culture, laws and the economics of countries to the child's more immediate experiences, such as the quality of parenting that they receive (e.g., responsive parenting). One way of testing this empirically, has been to use a mediation model to examine the distal to proximal to child outcome associations, capturing the idea that levels of the environment have knock-on effects (Bronfenbrenner & Morris, 1998;Conger et al., 1994;Lerner et al., 2005). Specifically, distal factors such as socioeconomic status (SES) are hypothesized to shape child language via environmentally transmitted effects on parental responsivity. While single studies have examined the indirect effect of SES on children's language through parental responsivity (Mistry et al., 2008;Morisset et al., 1990;Raviv et al., 2004), there is currently no integrated synthesis that speaks to the strength of this indirect effect, nor the factors that may moderate it. A novel method known as meta-analytic structural equation modeling (MASEM) combines the advantages of meta-analysis with those of