Relationships, individual differences, and children’s use of literate language

In Chapter 6, like many other researchers, we demonstrated the facilitative effects (Sackett et al., 1981) of different social contexts on children’s cognitive processes (e.g. Bus and vanIJzendoorn, 1995; Hartup, 1996). In our two previous chapters on peer influences on children’s use of literate language, we have demonstrated the supportive nature of both diverse and close peer contacts.