Social communication skills uniquely predict teacher-rated kindergarten learning behaviors after accounting for vocabulary¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Initial levels (β = .52, p < .001) and rate of growth (β = .42, p < .001) in social communication skills predicted learning behaviors, while vocabulary level (β = −.05, p = .57) and growth (β = .02, p = .76) did not. → Ramsook K. Ashana 2020

Evidence¶

Ramsook K. Ashana 2020¶

Ramsook K. Ashana, Welsh Janet A., Bierman Karen L. (2020). What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation. Social Development, 29(3), 783–800. https://doi.org/10.1111/sode.12425

q3 · i? · associational · r2

Multilevel models predicting Wave 3 teacher-rated learning behaviors (School Readiness Questionnaire and reverse-scored ADHD Inattention composite) in 164 Head Start children. "Initial levels of social communication skills were significantly associated with learning behaviors at Wave 3" while vocabulary was not.

"Initial levels of social communication skills were significantly associated with learning behaviors at Wave 3 (β = .52, SE = .18, p < .001), but initial levels of vocabulary were not (β = −.05, SE = .01, p = .57)."

Discussion¶

Related Claims¶

• Initial levels of vocabulary and social communication skills each predict kindergarten reading achievement, but only rate of growth in social communication skills incrementally predicts reading — related
• Social communication skills uniquely predict kindergarten executive functions after accounting for vocabulary, which does not predict EF — related
• Growth in both vocabulary and social communication skills predicts kindergarten math achievement — related