Association between Pragmatic Language Competence and Emotional/Behavioral Outcomes of 3rd Graders in Elementary School

Lee, Eun Ju; Jung, Oh So

doi:10.12963/csd.19671

Cited by 3 publications

(1 citation statement)

References 55 publications

(46 reference statements)

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“…. 이러한 정서행동 특성 은 지속적으로 언어와 학업성취 등과 관련이 있는 것으로 알려져 있다 (Im & Jeong, 2010;Lee & Oh, 2019;O'Kearney & Goh, 2012;Valiente et al, 2011 (Brinton & Fujiki, 1993Fujiki, Brinton, & Clarke, 2002;Ketelaars, Cuperus, Jansonius, & Verhoeven, 2010;Lindsay, Dockrell, & Strand, 2007;Tomblin, Zhang, Buckwalter, & Catts, 2000). (Campbell, Shaw, & Gilliom, 2000;Lonigan et al, 1999 (Speltz, DeKlyen, Calderon, Greenberg, & Fisher, 1999).…”

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The Relationship between Emotional Behavior Characteristics Reported by Parents and Teachers and Language of Korean Mono-cultural and Culturally Diverse Children

Yang¹,

Yim²

2020

Commun Sci Disord

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The purpose of this study was to investigate whether parents and teachers' reports on emotional behavior characteristics of Korean mono-cultural and culturally diverse children are consistent. We tried to identify whether the strength (prosocial behavior) of emotional behavior characteristics significantly explains their language ability as a protective factor explaining the language ability of culturally diverse-typically developing children (D-TD). Methods: Participants were 18 Korean mono-cultural children (TD 11, LD 7) and 32 culturally diverse children (TD 16, LD 16) aged 4 to 6 years old, and their parents and teachers. Emotional behavior characteristics were measured using the Korean version of the Strength Difficulties Questionnaire (SDQ-Kr), which included the strength of pro-social behavior, and difficulties of hyperactivity, emotional symptoms, behavioral problems, and peer problems. Results: Parent-teacher reports on the emotional behavior of each group of children were consistent, with the exception that parents perceived their children's difficulties higher than teachers in culturally diverse-language delay (D-LD) children. In the Korean mono-cultural children group, the teachers' peer problem report explained the expressive language significantly; whereas in the culturally diverse children group, the parent's hyperactivity report significantly explained the receptive language. In D-TD group, parent's report of prosocial behavior explained receptive language significantly. Conclusion: The importance of parent reports was more significant in culturally diverse children as the parent's report significantly explained the receptive language. In particular, in the case of D-TD group who had normal language ability, it was confirmed that children's prosocial behavior reported by parents could contribute significantly to language ability.

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The Relationship between Emotional Behavior Characteristics Reported by Parents and Teachers and Language of Korean Mono-cultural and Culturally Diverse Children

Yang¹,

Yim²

2020

Commun Sci Disord

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The mediating effects of the internalized problem behaviour and social competence of six-year-olds in the impact of family interaction of five-year-olds on the externalized problem behaviour of third graders in elementary school

2024

Children and Youth Services Review

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Relationship between ‘Language and Emergent Literacy’ before School Age and Literacy Performance Levels for First and Second Graders: Data Mining Decision Tree Model Analysis

Lee¹

2021

Commun Sci Disord

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Objectives: The purpose of this study was to identify factors (language and emergent literacy before school age) affecting Hangul reading and writing performance level in the first and second grades of elementary school.Methods: A decision tree analysis was conducted to examine the Panel Study on Korean Children (PSKC) of the Korea Institute of Child Care and Education (KICCE) on the 7th (kindergarten, 6 years old), 8th (first grade, 7 years old), and 9th data (second grade, 8 years old).Results: Reading and writing performance levels of 1st and 2nd grade children were related to reading first grade books independently with comprehension, reading most words correctly and answering questions about what was read, making predictions while reading, and retelling story after reading. Children with reading levels within the top 20 percent frequently chose reading & writing-related activities, frequently looked at or read books for pleasure or to gain information, looked for books related to a personal interest or class topic, listened with interest and concentration to stories read aloud, made rhyme words, followed directions that include a series of actions, and were able to write relatively simple words such as ‘mom’ and ‘dad’.Conclusion: The findings are expected to serve as a basis for understanding what areas of literacy education should be given to children with low reading and writing performance.

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Association between Pragmatic Language Competence and Emotional/Behavioral Outcomes of 3rd Graders in Elementary School

Cited by 3 publications

References 55 publications

The Relationship between Emotional Behavior Characteristics Reported by Parents and Teachers and Language of Korean Mono-cultural and Culturally Diverse Children

The Relationship between Emotional Behavior Characteristics Reported by Parents and Teachers and Language of Korean Mono-cultural and Culturally Diverse Children

The mediating effects of the internalized problem behaviour and social competence of six-year-olds in the impact of family interaction of five-year-olds on the externalized problem behaviour of third graders in elementary school

Relationship between ‘Language and Emergent Literacy’ before School Age and Literacy Performance Levels for First and Second Graders: Data Mining Decision Tree Model Analysis

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