Abstract

TORRES LLANGE, Carmen Maricruz; FUSTER GUILLEN, Doris Elida  and  VARGAS RODRIGUEZ, Corina Vanessa. VERBAL CLARITY IS RELATED TO SOCIAL INTERACTION SKILLS IN SCHOOLCHILDREN OF AN EDUCATIONAL INSTITUTION. Aula Virtual [online]. 2026, vol.7, n.14, e689.  Epub Apr 20, 2026. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.19483379.

The purpose of this article was to determine how verbal clarity and social interaction skills are related to students at an educational institution. It was developed using a basic quantitative approach, employing the hypothetico-deductive method to establish relationships between the study variables. A non-experimental cross-sectional design with simple correlational scope was implemented. The census population consisted of 100 students. The data collection instrument was the assessment of verbal clarity, which was carried out using the Test for the Evaluation of Oral Language (ELO) Ramos, Cuadrado, and Fernández, and later adapted to the Peruvian context by Carpio (2012). The measurement of social interaction skills was used with the "Social Interaction Skills" Test, a structured observation questionnaire-type instrument specifically designed to assess social competencies in children aged 3 to 6 through the systematic observation of key behaviors such as interaction in play. The results reveal that 39% of the students were at an intermediate level of verbal clarity and a value of (p = 0.000 < 0.05), which led to the acceptance of the alternative hypothesis. It was concluded that verbal clarity is related to social interaction skills in schoolchildren at an educational institution.

Keywords : Verbal clarity; social interaction; interaction skills; phenetics; thoughts; reciprocity.

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