Pragmatic Language Skills Underlying Social Competence of Reading Disability in Middle School Students
Year: 2010
Type: article
Study design: Observational Study
Abstract: The purpose of this investigation was to examine pragmatic language engagement and social competence in middle school children with and without reading disability during dyadic interaction. Engagement was defined in terms of degree of information and responsiveness provided by each partner. Analyses indicated reading disabled students differ from non-reading disabled students in terms of pragmatic language engagement. However, this was true only in terms of degree of responsiveness. Students with reading disability employed similar degrees of pragmatic language engagement in terms of information to those of their nondisabled peers. Further, no relationships were found between social competence and either type of pragmatic language engagement, responsiveness or information. Implications for the multifaceted assessment of pragmatic language and social competence and future research are discussed.
Author: Ali Adibi
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2615866714