TY - JOUR
T1 - Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade
AU - Sparapani, Nicole
AU - Connor, Carol Mc Donald
AU - McLean, Leigh
AU - Wood, Taffeta
AU - Toste, Jessica
AU - Day, Stephanie
N1 - Funding Information:
Funding provided by the National Institute of Child Health and Human Development , R01HD48539 and P50 HD052120 and the U.S. Department of Education, Institute of Education Sciences , R305H04013 , R305B070074 and R305F100027 . We thank Frederick J. Morrison, Barry Fishman, Christopher Schatschneider, Elizabeth Crowe, ISI lab members, parents, teachers, and students.
Publisher Copyright:
© 2018
PY - 2018/4
Y1 - 2018/4
N2 - Social skills and vocabulary are important areas of development involved in early reading achievement, yet little attention has been given to understanding the dynamic associations among them during the elementary years. This study examined the relations among three dimensions of social skills—cooperation, assertion, and self-control—vocabulary and developing reading comprehension (RC) skills in a longitudinal sample of first graders (n = 468). Using Structural Equation Modeling, reciprocal effects were observed between vocabulary and RC as well as direct effects among social skills, vocabulary, and RC after controlling for the influence of problem behaviors. This study highlights the reciprocal nature of students’ vocabulary and RC skills as well as provides preliminary evidence suggesting that social skills play a role in developing vocabulary and RC skills, and further, vocabulary and RC skills play a role in social development during middle childhood. Implications for policy and practice are discussed.
AB - Social skills and vocabulary are important areas of development involved in early reading achievement, yet little attention has been given to understanding the dynamic associations among them during the elementary years. This study examined the relations among three dimensions of social skills—cooperation, assertion, and self-control—vocabulary and developing reading comprehension (RC) skills in a longitudinal sample of first graders (n = 468). Using Structural Equation Modeling, reciprocal effects were observed between vocabulary and RC as well as direct effects among social skills, vocabulary, and RC after controlling for the influence of problem behaviors. This study highlights the reciprocal nature of students’ vocabulary and RC skills as well as provides preliminary evidence suggesting that social skills play a role in developing vocabulary and RC skills, and further, vocabulary and RC skills play a role in social development during middle childhood. Implications for policy and practice are discussed.
KW - Direct effects
KW - Reading comprehension
KW - Reciprocal effects
KW - Social skills
KW - Vocabulary
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U2 - 10.1016/j.cedpsych.2018.03.003
DO - 10.1016/j.cedpsych.2018.03.003
M3 - Article
AN - SCOPUS:85044620439
VL - 53
SP - 159
EP - 167
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
SN - 0361-476X
ER -