scholarly journals Do older children with disruptive behaviour exhibit positive illusory bias and should oral language competence be considered in research?

2018 ◽  
Vol 72 (6) ◽  
pp. 752-769 ◽  
Author(s):  
Linda J. Graham ◽  
Naomi Sweller ◽  
Penny Van Bergen
Keyword(s):  
Oral Language ◽  
Disruptive Behaviour ◽  
Positive Illusory Bias ◽  
Older Children ◽  
Language Competence

Language Competence and Social Preference in Childhood

2016 ◽  
Vol 21 (3) ◽  
pp. 167-179 ◽  
Author(s):  
Larissa M. Troesch ◽  
Karin Keller ◽  
Alexander Grob
Keyword(s):  
Oral Language ◽  
Social Acceptance ◽  
Social Preference ◽  
Peer Group ◽  
Meta Analysis ◽  
Older Children ◽  
Significant Relation ◽  
Language Competence ◽  
Language Modality ◽  
Significant Moderator

Abstract. Language competence facilitates making contact with others, interpreting others’ behavior, and communicating one’s own needs. However, evidence on the relation between language competence and social preference, that is, the degree to which someone is accepted or rejected by the peer group, is mixed. The scope of the current study was to examine this relation by conducting a meta-analysis. We included studies published in English, without any restrictions on the form or year of publication. Results of 42 studies and 49 independent samples of 7,077 children (mean age = 6.0 years, SD = 1.9; range: 3.0–11.0 years) revealed a significant relation between oral language competence and social preference, with an effect size of r = .25. Gender, language modality, and methodological characteristics were tested as possible moderators but did not explain variation between studies. Age was a significant moderator, with language competence more important for younger than for older children in gaining social acceptance.

A Developmental Study of the Relation between Oral Language and Early Reading in Learning Disabled and Normally Achieving Children

1980 ◽  
Vol 3 (4) ◽  
pp. 54-61 ◽  
Author(s):  
D. Kim Reid ◽  
Wayne P. Hresko
Keyword(s):  
Oral Language ◽  
Reading Ability ◽  
Early Reading ◽  
Learning Disabled ◽  
Written Language ◽  
Group Differences ◽  
Developmental Study ◽  
Older Children ◽  
Significant Group ◽  
Normally Achieving

The purpose of this research was to investigate the developmental and group differences in learning disabled and normally achieving children on measures of oral and written language. Sixty five-, six-, and seven-year-old learning disabled children and the same number of normally achieving children were administered the Test of Early Reading Ability (Reid, Hresko, & Hammill, 1981) and the Test of Early Language Development (Hresko, Reid, & Hammill, 1981). Multivariate and univariate analyses of variance indicated significant group differences with normally achieving children scoring higher, and significant age differences with older children scoring higher. Further, significant and substantial correlations were found between the two measures for all groups except the normally achieving six-year-olds. The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. The educational implications suggest that the instruction of oral and written language should be approached in an integrated manner, and that teachers should strive to understand what abilities children bring to school before beginning instruction.

False Belief Performance of Children Adopted Internationally

2017 ◽  
Vol 26 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo ◽  
Kristal Jacobs
Keyword(s):  
English Language ◽  
False Belief ◽  
Social Understanding ◽  
Older Children ◽  
Adoptive Families ◽  
Language Competence ◽  
Core Language ◽  
Eastern European Countries ◽  
Family Variables ◽  
Older Siblings

Purpose The purpose of this study was to explore relationships among adoption, individual, and family variables on false belief performance of children adopted internationally (CAI). Method Using a quasiexperimental design, thirty-five 4-year-old children adopted from Asian and Eastern European countries before age 2 years were compared with a U.S. group of 33 nonadopted 4-year-old children on a standardized English-language measure, 3 false belief tasks, and a go/no-go inhibition measure. Results The adopted group differed significantly from the U.S. nonadopted group in expressive language and false belief performance. For the adopted group, inhibition measures were significantly correlated with core language scores. Core language scores and number of older siblings predicted false belief performance. Conclusions Similar to children who are not adopted, language competence and living with older siblings positively influenced social understanding in CAI. Because CAI experience interrupted language acquisition and live with fewer older siblings, they are at risk of having weaker language competence and social understanding in their adopted language. When working with CAI, practitioners should assess social communication, language competence, and inhibition skills. They should assist adoptive families in providing socially mentored opportunities for their children to observe and interact with older children.

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