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Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language.

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Title: Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language.
Authors: Bailey, Katharine M., Im-Bolter, Nancie
Source: Learning Disability Quarterly. Nov2025, Vol. 48 Issue 4, p215-226. 12p.
Subjects: Reading, Child psychopathology, Grammar, Cognition in children, Emotions, Problem solving, Social skills, Academic achievement, Child development, Communication, Interpersonal relations, Early diagnosis, Semantics, Special education, Learning disabilities, Language acquisition, Thought & thinking, Phonology, Eye movements, Disease complications, Children
Abstract: Children with specific learning disorder (SLD) have poor academic skills, but they also experience difficulties with their peers, including an inability to recognize interpersonal conflict, infer emotion, and resolve social conflict. In addition, children with SLD are known to have problems with language. The importance of language to social cognition is well-established in research with children with typical and atypical development. Thus, we review literature that investigates language and social cognition in children with SLD compared with their peers. We also explore the link between language and social cognition in children with typical and atypical language development. Review of this literature suggests that the language deficits associated with SLD put children with SLD at a risk for deficits in social cognitive skill. The literature also points toward a critical need for early identification of SLD and research investigating social perspective taking in individuals with SLD across the lifespan. Last, we propose that clinicians should assess language before diagnosing and implementing intervention for the academic and social difficulties that children and adolescents with SLD experience. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language.
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Nov2025, Vol. 48 Issue 4, p215-226. 12p.
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  Data: Children with specific learning disorder (SLD) have poor academic skills, but they also experience difficulties with their peers, including an inability to recognize interpersonal conflict, infer emotion, and resolve social conflict. In addition, children with SLD are known to have problems with language. The importance of language to social cognition is well-established in research with children with typical and atypical development. Thus, we review literature that investigates language and social cognition in children with SLD compared with their peers. We also explore the link between language and social cognition in children with typical and atypical language development. Review of this literature suggests that the language deficits associated with SLD put children with SLD at a risk for deficits in social cognitive skill. The literature also points toward a critical need for early identification of SLD and research investigating social perspective taking in individuals with SLD across the lifespan. Last, we propose that clinicians should assess language before diagnosing and implementing intervention for the academic and social difficulties that children and adolescents with SLD experience. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487241288531
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        Text: English
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        PageCount: 12
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    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Child psychopathology
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Cognition in children
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Communication
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      – SubjectFull: Interpersonal relations
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      – SubjectFull: Early diagnosis
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      – SubjectFull: Semantics
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Language acquisition
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      – SubjectFull: Thought & thinking
        Type: general
      – SubjectFull: Phonology
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      – SubjectFull: Eye movements
        Type: general
      – SubjectFull: Disease complications
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      – SubjectFull: Children
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      – TitleFull: Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language.
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              Text: Nov2025
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              Y: 2025
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