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2012•Language arts journal of MichiganRequires access

Social Competence and Language Ability in School-Age Children

Brian Grysen, Kim Stover, Alyssa Toma, Stacy DePree, Sarah Rietema, Nicole Wrona

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Abstract

The current investigation assessed the relationships among social and academic competencies, language ability, nonverbal cognition, and socioeconomic status (SES) in 42 school-age children. The children completed a measure of nonverbal cognition and the following language assessments: EVT-2, PPVT-4 and CELF-4. Their parents completed the Competence Scales of the Child Behavior Checklist. Regression modeling revealed that SES, nonverbal cognition, and expressive vocabulary predicted school competence. SES predicted number of friends, social skills and total competence. Nonverbal cognition, SES and school competence predicted each of the three language measures. These results highlight the role of SES in linguistic, academic, and social competence and suggest that children with language impairment may present with typical development in some areas of social functioning.

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What this paper is about

The current investigation assessed the relationships among social and academic competencies, language ability, nonverbal cognition, and socioeconomic status (SES) in 42 school-age children. The children completed a measure of nonverbal cognition and the following language assessments: EVT-2, PPVT-4 and CELF-4. Their parents completed the Competence Scales of the Child Behavior Checklist. Regression modeling revealed that SES, nonverbal cognition, and expressive vocabulary predicted school competence. SES predicted number of friends, social skills and total competence. Nonverbal cognition, SES and school competence predicted each of the three language measures. These results highlight the role of SES in linguistic, academic, and social competence and suggest that children with language impairment may present with typical development in some areas of social functioning.

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Available abstract

The current investigation assessed the relationships among social and academic competencies, language ability, nonverbal cognition, and socioeconomic status (SES) in 42 school-age children. The children completed a measure of nonverbal cognition and the following language assessments: EVT-2, PPVT-4 and CELF-4. Their parents completed the Competence Scales of the Child Behavior Checklist. Regression modeling revealed that SES, nonverbal cognition, and expressive vocabulary predicted school competence. SES predicted number of friends, social skills and total competence. Nonverbal cognition, SES and school competence predicted each of the three language measures. These results highlight the role of SES in linguistic, academic, and social competence and suggest that children with language impairment may present with typical development in some areas of social functioning.

Key concepts: Competence (human resources), Psychology, Social competence, Developmental psychology, Pedagogy, Social change, Social psychology, Political science

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