ArticleFrontiers in psychology2021
Vocabulary Abilities and Parents' Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed, 7 citations in OpenAlex.
- Psychoemotional Profiles in Reading Comprehension Among Students with Typical Development, Learning Disabilities, and Developmental Language Disorder.Behavioral sciences (Basel, Switzerland) · 2026Article
- Parent-reported emotion regulation in children with dyslexia and/or developmental language disorder.Frontiers in psychology · 2026Article
- Health-Related Quality of Life in Kindergarten Children with Developmental Language Disorder: Child-Mother Agreement.Behavioral sciences (Basel, Switzerland) · 2023Article
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Authors and funding
6 authors at 2 institutions in 1 country.
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Abstract
A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children's ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children's and adolescents' ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2
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