Publication :
The associations between children's language skills and school success : a scoping review

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Date
2021-10-12
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Éditeur
Nova Science Publishers
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Résumé
Research has shown that language skills is one of the most important predictors of school success defined as children’s academic, social, and behavioral skills in school. However, the links between specific language skills and specific components of school success have not yet been thoroughly examined simultaneously. This review, however, aims to highlight language skills that the literature has already shown that, if underdeveloped at school entry, have a negative impact on specific components of school success. The purpose is to investigate the associations between specific language skills (i.e., pre-literacy skills, such as phonological awareness, letter knowledge, and print concepts, and syntax, vocabulary, narrative skills, repetition and phonology) and specific components of school success (i.e., decoding, reading fluency, reading comprehension, spelling, written expression, maths, and academic, socials and behavioral skills). A total of 28 studies that met the inclusion criteria were qualitatively analyzed to produce a scoping review using the PRISMA framework. The age range of the participants was between the 1st and the 16th year of age. This review showed that pre-literacy skills and receptive language skills, especially measures of syntax and vocabulary, were better predictors of school success than expressive language skills. This review contributes to the existing knowledge about the impact of pre-literacy skills and language skills on children’s school success. Ultimately, the findings highlight the importance of an early intervention programme applied to children with language difficulties in order to improve their academic, social and behavioral difficulties early in life (i.e., while they are in kindergarten), and to improve therefore school success later in their life.
Description
Revue
https://novapublishers.com/shop/progress-in-education-volume-68/
DOI
10.52305/WPPN2619
URL vers la version publiée
Mots-clés
School success , Expressive language skills , Receptive language skills , Early intervention , Developmental language disorder (DLD) , Language comprehension , School readiness
Citation
Type de document
chapitre d'ouvrage