Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

Abstract

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity‐inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity‐inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy‐based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.

Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study

“…Additionally, oral language helps children to express wishes through words instead of physical actions [26] to gain positive social interactions with their parents and peers and to develop academically. These factors have all been found to diminish the risk of externalizing problems [27,28].…”

Sources of variability in the prospective relation of language to social, emotional, and behaviour problem symptoms: implications for Developmental Language Disorder

“…We are therefore unable to elucidate possible mechanisms linking language disorder and SEB, including whether this represents shared biological causal mechanisms (e.g. overlapping genetic risk, Newbury et al (2019), family history of poor mental health (Conti-Ramsden et al 2019), or a confluence of developmental cascades in which poor language predisposes children to academic underachievement and associated loss of self-esteem (Tomblin, Zhang, Buckwalter, & Catts, 2000;Westrupp et al, 2019).…”

Language: An Opportunity to Strengthen Health and Development in Children and Adolescents: A Commentary

“…Children with language difficulties experience significantly higher rates of both internalizing behavior problems (indicating symptoms commonly associated with depression and anxiety) and externalizing behavior problems (eg, ADHD, aggression, conduct problems) 16 . These high rates are important to consider when determining how to appropriately support the growing number of children exhibiting problem behaviors as a result of an unidentified language difficulty.…”

“…Strong language skills, in contrast, have a demonstrated protective effect on child and adolescent mental health. Abundant, positive, and language‐rich social interactions (language nutrition) with caregivers, educators, and peers can help prevent or mitigate the effects of mental health problems in childhood and adolescence 2,16 …”