Language Development and Conduct Problems: Social Context in Classroom Matters

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

Different theoretical models explain the supposed link between conduct problems and language skills. This study is aimed to clarify this link, as well as investigate the additive role of the social context in grade 1. Results indicate that conduct problems predict language skills, whereas language skills do not predict conduct problems. However, the significant prediction was only found for children with initial below average language skills. This implies that children with low initial language skill at the start of elementary school are more vulnerable for developing lower language skills, especially when accompanied with early conduct problems. Futhermore, teacher-student conflict increases the risk on developing lower language skills. These findings are important for the development and implementation of early preventive interventions.  

Authors

• Myrthe Haster, VU University Amsterdam

• Ron Oostdam, University of Amsterdam

• Pol A. C. Lier, VU University Amsterdam