Teachers' impressions of children varying in pragmatic skills

Becker, Judith A.; Place, Karen S.; Tenzer, Susan A.; Frueh, B. Christopher

doi:10.1016/0193-3973(91)90017-x

Cited by 13 publications

(3 citation statements)

References 20 publications

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“…Moreover, the positive quality of student-teacher relationships also is related to a student's language capabilities (Becker, Place, Tenzer, & Frueh, 1991;Li et al, 2010;Vallance & Wintre, 1997). It is possible that the underlying mechanism of these partial mediators of the parentingacademic achievement relationship is language competence.…”

Section: Authoritarian Parenting Beliefs and Academic Achievementmentioning

confidence: 96%

Early parenting beliefs and academic achievement: the mediating role of language

Im‐Bolter

Zadeh²,

Ling

2013

Early Child Development and Care

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Section: Authoritarian Parenting Beliefs and Academic Achievementmentioning

confidence: 96%

Early parenting beliefs and academic achievement: the mediating role of language

Im‐Bolter

Zadeh²,

Ling

2013

Early Child Development and Care

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“…Facilitation and enhancement of language, speech and fluency skills can be achieved at very early ages. According to Becker, Place, Tenzer, and Frueh (1991) once a negative stigma is placed on a child, he or she is less likely to receive the services he needs in order to cope with and/or rectify his difficulty, placing him at an academic and social disadvantage when compared to his peers. Young children who stutter (CWS) are often identified with the negative stigma associated with their speech difficulties.…”

Section: Introductionmentioning

confidence: 99%

University students’ perceptions of pre-school and kindergarten children who stutter

Betz¹,

Blood

2008

Journal of Communication Disorders

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Readers should be able to learn and understand: (1) the research describing the negative stereotypes associated with stuttering; (2) the vignette method used to evaluate stereotypes in children and youth; (3) the negative perceptions of the sentence "He stutters" on raters' perception of personality, sociability and speech for children as young as 3-, 4-, 5-, or 6-year-olds; and (4) the familiarity with a person who stutters and raters' perceptions of children who stutter.

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“…Experimental studies with audiotaped conversations show that children and teachers rate speakers as more likeable when they exhibit appropriate communicative skills (Becker, Place, Tenzer, & Frueh, 1991; Place & Becker, 1991). Because likeability is commonly used as an index of emotional competence (e.g., Denham et al, 2003), these findings suggest a relation between communicative and socio‐emotional competence.…”

Section: Introductionmentioning

confidence: 99%

Toward integrating research on parent–child emotion talk and linguistic theory: A spotlight on parents’ (in)direct communication

2020

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Parent-child discussions about emotion are a key socialization influence on children's socioemotional development. Extant research on parent-child discussions about emotion largely focuses on three main types of discourse content: parental elaboration, parental use of emotion labels and explanations, and parental emotion coaching. A new direction involves distinguishing between parents' direct and indirect communication of discourse content. This distinction may be vital when considering the role of children's communicative competence in their developing socio-emotional competence. We integrate literature on (in)direct communication, a concept prominent in linguistics, and emotion socialization. We argue that parental indirect communication can teach children communicative competence in the context of emotion talk. We discuss literature from the developmental and linguistic fields on parents' teaching of communicative skills, as well as potential cognitive, relational, and emotional functions of indirectness, with communication and its socialization embedded within cultural context. Finally, we suggest new research directions examining the role of parental indirect communication in children's socio-emotional development. By integrating developmental and linguistic literatures, we provide a novel approach to the study of parental emotion socialization through parent-child discourse.

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Teachers' impressions of children varying in pragmatic skills

Cited by 13 publications

References 20 publications

Early parenting beliefs and academic achievement: the mediating role of language

Early parenting beliefs and academic achievement: the mediating role of language

University students’ perceptions of pre-school and kindergarten children who stutter

Toward integrating research on parent–child emotion talk and linguistic theory: A spotlight on parents’ (in)direct communication

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