Language skills provide preschoolers with the foundational skills needed to socially interact, but little is known about the relationship between specific language skills and broad constructs of social competence. Sixteen preschoolers between 3-5 years with varying language abilities were recruited. Descriptive and correlational analyses were conducted to examine the relationships between language and social competence. The main finding of this study showed that early literacy skills and word knowledge and retrieval were significantly correlated with Social Independence and Social Interaction respectively. These findings support the notion that the content of preschoolers’ conversations rather than the accuracy of their speech or syntax is associated with success in social interaction and social independence.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Aro, T., Eklund, K., Nurmi, J., & Poikkeus, A. (2012). Early language and behavioral regulation skills as predictors of social outcomes. JSLHR, 55, 395-408.
Bishop, D. (2006). Children’s communication checklist (2nd U.S. ed.) (CCC-2). TX: Pearson Education.
Brinton, B., & Fujiki, M. (2005). Social competence in children with language impairment: making connections. Seminars in Speech and Language, 26(3), 151-159.
Brinton, B., Spackman, M. P., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations. Journal of Speech, Language, and Hearing Research, 50, 798-811.
Denham, S. A., McKinley, M., Couchoud, E. A. & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152.
Dione, G., Dale, P. S., Boivin, M., & Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394-412.
Durkin, K., & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78(5), 1441-1457.
English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities. Exceptional Children, 63, 229-243.
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., Pethick, S., & Reilly, J. S. (1993). The MacArthur Communicative Development Inventories: User’s guide and technical manual. San Diego, CA: Singular Publishing Group.
Ford, J. A., & Milosky, L. M. (2008). Inference generation during discourse and its relation to social competence: An online investigation of abilities of children with and without language impairment. Journal of Speech, Language, and Hearing Research, 51, 367-380.
Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. H. (1999). Peer Acceptance and Friendship in Children with Specific Language Impairment. Top Lang Disord, 19(2), 34-48.
Fujiki, M., & Brinton, B. (2009). Pragmatics and social communication in child language disorders. In R. G. Schwartz, (Ed.), Handbook of Child Language Disorders (406-423). New York, NY: Psychology Press.
Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37(4), 913-923.
Gleason, J. B. (2005). The development of language (6th ed.). Boston, MA: Pearson Education, Inc.
Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System Manual. Circle Pines, MN: AGS.
Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system-rating scales. Minneapolis, MN: Pearson Assessments.
Hadley, P. A., & Rice, M. L. (1991). Conversational responsiveness of speech- and language-impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308-1317.
Hoff, E. (2006). How social context support and shape language development. Developmental Review, 26, 55-88.
Howes, C. (1987). Peer interaction of young children: with commentary by K.H. Rubin and H.S. Ross and D. C. French. Monographs of the Society for Research in Child Development, 51(1, Serial No. 217).
IBM Corp. Released 2011. IBM SPSS Statistics for Windows, Version 20.0. Armonk, NY: IBM Corp.
Kaufman, A. S., & Kaufman, N. L. (1993). Kaufman survey of early academic and language skills (K-SEALS). TX: Pearson Education, Inc.
Laffey-Ardley, S., & Thorpe, K. (2006). Being opposite: Is there advantage for social competence and friendships in being an opposite-sex twin? Twin Research and Human Genetics: The Official Journal of the International Society for Twin Studies, 9(1), 131-140.
Lederberg, A. R. (1991). Social Interaction Among Deaf Preschoolers: The Effects of Language Ability and Age. American Annals of the Deaf, 136(1), 53-59.
Leonard, M. A., Milich, R., & Lorch, E. P. (2011). The Role of Pragmatic Language Use in Mediating the Relation Between Hyperactivity and Inattention and Social Skills Problems. Journal of Speech, Language, and Hearing Research, 54, 567-579.
McCabe, P. C., & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41(3), 313-321.
Merrell, K. (2003). Preschool and Kindergarten Behavior Scales (2nd ed.). Austin, TX: PRO-ED.
Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents: Conceptualization assessment, treatment. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Murray, L., Arteche, A., Bingley, C., Hentges, F., Bishop, D. V. M., Dalton, L., Goodacre, T., Hill, J., & the Cleft Lip and Palate Study team. (2010). The effect of cleft lip on socio-emotional functioning in school-aged children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(1), 94-103.
Norbury, C. F., Nash, M., Baird, G., & Bishop, D. (2004). Using a parental checklist to identify diagnostic groups in children with communication impairment: a validation of the Children’s Communication Checklist-2. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 39(3), 345-64.
Owens, R. E. Jr. (1988). Language development: An introduction (2nd ed.). Columbus, OH: Merrill Publishing Company.
Phelps-Terasaki, D., & Phelps-Gunn, T. (1992). Test of pragmatic language. East Moline, IL: Linguisystems.
Reynell, K., & Huntley, M. (1987). Reynell Developmental Language Scales: Manual (2nd ed.). Windsor, UK: NferNelson.
Rice, M. L., Sell, M. A. & Hadley, P. A. (1991). Social interaction of speech- and language-impaired children. Journal of Speech and Hearing Research, 34(6), 1299-1307.
Schneider, N., & Goldstein, H. (2008). Peer-related social competence interventions for young children with communication and language disorders. In W. H. Brown, S. L. Odom & S. R. McConnell (Eds.), Social competence in young children: Risk, Disability, & Intervention (233-252). Baltimore, MD: Paul H. Brookes.
Semel, E., Wiig, E., & Secord, W. (1995). Clinical Evaluation of Language Fundamentals 3 (CELF-3). San Antonio, TX: Psychological Corporation.
Spackman, M. P., Fujiki, M., & Brinton, B. (2006). Understanding emotions in context: the effects of language impairment on children's ability to infer emotional reactions. International Journal of Language & Communication Disorders, 42(2), 173-188.
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.
Staikova, E., Gomes, H., Tartter, V., McCabe, A., & Halperin, J. M. (2013). Pragmatic deficits and social impairments in children with ADHD. Journal of Child Psychology and Psychiatry, 54(12), 1275-1283.
Stoneham, G. (2001). Friendship skills in children with specific language impairment. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 36, 276-281.
Sullivan, D. (2013). Social skills (ages 3 and 4). Learning milestones. Retrieved July 24, 2013, from http://www.babycenter.com/0_learning-milestones-social-skills-ages-3-and-4_72273.bc.
Timler, G. R. (2003). Reading emotion cues: Social communication difficulties in pediatric populations. Seminars in Speech and Language, 24(2), 121-130.
Timler, G. R. (2013). Use of the Children’s Communication Checklist-2 for Classification of Language Impairment Risk in Young School-Age Children with Attention-Deficit/Hyperactivity Disorder. AJSLP, 0360, 1-40.
Timler, G. R., Olswang, L. B., & Coggins, T. E. (2005). Social communication interventions for preschoolers: targeting peer interactions during peer group entry and cooperative play. Seminars in Speech and Language, 26(3), 170-180.
Timler, G. R., Vogler-Elias, D., & McGill, F. (2007). Strategies for promoting generalizations of social communication skills in preschoolers and school-age children. Topics in Language Disorders, 27(2), 167-181.
Volden, J., Coolican, J., Garon, N., White, J., & Bryson, S. (2009). Brief report: Pragmatic language in autism spectrum disorder: Relationships to measures of ability and disability. J Autism Dev Disord, 39, 388-393.
Vygotsky, L. (1978). Interaction between learning and development. Mind and Society (pp. 79-91). Cambridge, MA: Harvard University Press.
Wiig, E. H., Secord, W., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals - Preschool. San Diego, CA: The Psychological Corporation.