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Pathways from the Early Language and Communication Environment to Literacy Outcomes at the End of Primary School : The Roles of Language Development and Social Development
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Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. ...
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Pathways from the early language and communication environment to literacy outcomes at the end of primary school: The roles of language development and social development
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Play and Prosociality are Associated with Fewer Externalising Problems in Children with Developmental Language Disorder : The Role of Early Language and Communication Environment
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Abstract:
Background: Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared to children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. Aims: Pathways from the early language and communication environment (ELCE, 1-2 years) to internalising (peer and emotional problems) and externalising (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play, and prosociality) in childhood (7-9 years) was investigated. Methods and Procedures: Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6,531 children (394 with DLD). Outcomes and Results: The pathways from the ELCE to internalising and externalising problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalising problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalising problems in middle childhood. Conclusions and Implications: A child’s ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise, and learn key social skills, thus protecting against externalising problems. We suggest that consideration be given to play- and prosociality-based educational and therapeutic services for children with DLD.
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URL: https://eprints.whiterose.ac.uk/159929/3/1460_6984.12541.pdf https://doi.org/10.1111/1460-6984.12541 https://eprints.whiterose.ac.uk/159929/
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The Manchester Language Study: Eleven-year-old data for children with developmental language disorders attending language units in England 1999-2001 ...
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The Manchester Language Study: Sixteen-year-old data for children with developmental language disorders who had attended language units in England 2003-2008 ...
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Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development
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Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood. ...
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Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
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Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
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The Manchester Language Study initial cohort: seven year old data for children with developmental language disorders attending language units in England 1995-1997 ...
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Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood.
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Psycholinguistic and socioemotional characteristics of young offenders: Do language abilities and gender matter?
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Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood
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Psycholinguistic and socioemotional characteristics of young offenders: Do language abilities and gender matter?
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Using polygenic profiles to predict variation in language and psychosocial outcomes in early and middle childhood
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Education and employment outcomes of young adults with a history of developmental language disorder
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More or less likely to offend? Young adults with a history of identified Developmental Language Disorder
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Education and employment outcomes of young adults with a history of developmental language disorder
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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