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Direct linkMatte-Landry, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Dionne, Ginette – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a…
Descriptors: Language Impairments, Preschool Children, Developmental Delays, Academic Ability
Hall, Gordon Emmett; DiPerna, James Clyde – Journal of Early Adolescence, 2017
The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade…
Descriptors: Kindergarten, Interpersonal Competence, Elementary School Students, Middle School Students
Murray, Christopher; Kosty, Derek; Hauser-McLean, Kristin – Journal of Psychoeducational Assessment, 2016
A growing number of researchers are examining how teacher-student relationships contribute to child and adolescent development. Much of this work is based on two distinct theoretical perspectives: social support and attachment. The current study investigates the importance of teacher-student relationships from each of these perspectives among…
Descriptors: Minority Group Children, African American Children, Low Income Students, Social Support Groups
