Investigating the relationship between social behaviors and phonological awareness in preschool children

Abstract

Purpose: This study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children.Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool year. All children received assessments of their phonological awareness skills, expressive vocabulary, non-verbal IQ, and teachers completed behavioral ratings at Pretest. At the end of the academic year, children participated in tests of phonological awareness using standardized assessments.Results: The results of a multiple regression analysis indicated that being excluded by peers contributed up to 3% of the variance in negatively predicting phonological awareness outcomes after controlling for initial phonological awareness skills, expressive vocabulary, and cognition which is a small effect size.Conclusion: Early peer exclusion can impact negatively on the acquisition of phonological awareness skills in 4-year-old children in preschool. The results of this study suggest that a child's overall behavioral competence and how they are treated by the peer group may play an important role in their ease of academic skill attainment. Given the link between peer exclusion and difficulties with phonological awareness outcomes, additional professional development programs that provide teachers with strategies to create inclusive classrooms may be warranted in preventing against the emergence of maladaptive behaviors at first entry into formal schooling.3

Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

“…Accordingly, a growing body of research is focused on relations between social behavior and academic performance among pre-K children. Although some studies have examined problem behaviors’ influence on numeracy and early mathematics skills (e.g., Arnold et al, 2012; Escalón & Greenfield, 2009; Galindo & Fuller, 2010), the majority have focused on early learning in the domains of language development and other aspects of emergent literacy (e.g., Arnold, 1997; Bracken & Fischell, 2007; Doctoroff et al, 2006; Girard & Girolametto, 2013; Lonigan et al, 1999; McWayne & Cheung, 2009; Qi & Kaiser, 2004; Stowe, Arnold, & Ortiz, 2000). Collectively, these investigations identified associations between several types of problem behaviors (i.e., externalizing, internalizing, hyperactivity, inattention, aggression, social skill deficits, composite global ratings) and language or literacy outcomes (e.g., expressive and receptive vocabulary, listening comprehension, letter recognition, phonological awareness, word identification, sound awareness, print knowledge).…”

Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?

“…Research has long highlighted the importance of children's social–emotional skills in predicting later school success (Arnold et al, 2012; Doctoroff et al, 2006; Girard & Girolametto, 2013). In the current study, we focus on three social–emotional constructs that have particular salience in the literature.…”

Teacher and Student Stress and Interaction in Classroom (TESSI)

“…At the same time, a substantial body of research indicates a relationship between children's development of social skills and their language and pre-literacy skills (e.g., Aro, Eklund, Nurmi, & Poikkeus, 2012;Doctoroff, Greer, & Arnold, 2006;Girard & Girolametto, 2013;Welsh, Parke, Widaman, & O'Neil, 2001). Yet, the direction of effect between these two important developmental domains is not clear.…”

“…Yet, the direction of effect between these two important developmental domains is not clear. While some empirical studies suggest that social-emotional skills influence language and literacy development (e.g., Curby et al, 2015;Doctoroff et al, 2006;Girard & Girolametto, 2013;Ren, Knoche, & Edwards, 2016), there is also evidence to support the opposite hypothesis-i.e., that language and literacy skills predict social competence (e.g., Aro et al, 2012;Bouchard, Cloutier, Gravel, & Sutton, 2008;Rose, Lehrl, Ebert, & Weinert, 2018).…”