Measuring the Social Competence of Preschool Children With Specific Language Impairment

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Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “Proficient storytellers attract more peer attention and have more opportunities to practice language in social contexts (K. Hart, Fujiki, Brinton, & Hart, 2004; McCabe & Marshall, 2006).”
The Effect of a Narrative Intervention on Story Retelling and Personal Story Generation Skills of Preschoolers With Risk Factors and Narrative Language Delays (2010, background): “In social situations, good storytellers are well liked and have more opportunities to practice language than do those who do not tell stories (P. C. McCabe & Marshall, 2006).”
The Narrative Language Measures: Tools for Language Screening, Progress Monitoring, and Intervention Planning (2012, background): “Narrative is an authentic, socially relevant discourse that reflects general language ability (Bishop & Adams, 1992; Boudreau, 2008; Hughes, McGillivray, & Schmidek, 1997; McCabe & Marshall, 2006).”
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills (2011, unknown): “The lower scores on emotion recognition by the language impaired children in this and prior studies is of concern in its own right, and in prior work lower emotion knowledge has also been linked to overall lower social competence (McCabe & Marshall, 2006; McCabe & Meller, 2004 ).”