Abstract
In this study of more than 1,000 typical and at-risk elementary Arabic-speaking students in Oman, we explore relationships between pragmatic (and other) language skills, literacy, cognition, and behavior and the degree to which demography impacts performance on associated tasks. We found, in most cases, that females performed better than males, students' performance improved between Grades 2 and 4 but declined in Grade 5, and at-risk students performed as well as their nonreferred peers except on a working memory task. Pragmatic competence was the best predictor of literacy proficiency, and vice versa, for both groups when controlling for other variables. Findings are discussed in the context of Omani education and the limited attention given to pragmatics in research on connections between language and literacy.