A Study on the Relationship between Pragmatic Language Development and Socioeconomic Status in Arab Preschoolers with and without Pragmatic Language Impairment

The scope of this study is threefold. First, it examines socioeconomic status (SES) and pragmatic language development (PLD), hypothesizing that parental education employment levels are mediators, where SES affects PLD mainly through its influence on levels. Second, we used quantitative (age) qualitative (gender) variables as moderators, gender age moderate the relationship between classroom interaction (CI), social (SI), personal (PI) skills level PLD. Third, characteristics in preschoolers with without impairment (PLI) compared. Arabic Pragmatic Language Skills Inventory (A-PLSI) was administered by preschool teachers speech-language pathologists Saudi Arabia to 264 neurodevelopmental disorders assess their Additionally, parents same number participants surveyed. Results show more CI, SI, PI a child has, greater likelihood typical PLD, regardless parents’ or education. Further, obtained evidence all grow together age. However, these three elements (namely, PI) do not seem be moderated altered gender. Typical may attainable when children demonstrate mental physical development, contrast psychiatric histories who display atypical These findings suggest will exhibit achievement goal results sustainable society for children.