Early lexical development in Spanish-speaking infants and toddlers

1993 ◽  
Vol 20 (3) ◽  
pp. 523-549 ◽  
Author(s):  
Donna Jackson-Maldonado ◽  
Donna Thal ◽  
Virginia Marchman ◽  
Elizabeth Bates ◽  
Vera Gutierrez-Clellen
Keyword(s):  
Reliability And Validity ◽  
Parent Report ◽  
Infants And Toddlers ◽  
Personal Interview ◽  
Waiting Room ◽  
Lexical Development ◽  
Spanish Speaking ◽  
Communicative Development ◽  
English Speaking ◽  
Spanish Language Acquisition

ABSTRACTThis paper describes the early lexical development of a group of 328 normal Spanish-speaking children aged 0;8 to 2;7. First the development and structure of a new parent report instrument,Inventario del Desarollo de Habilidades Communcativasis described. Then five studies carried out with the instrument are presented. In the first study vocabulary development of Spanish-speaking infants and toddlers is compared to that of English-speaking infants and toddlers. The English data were gathered using a comparable parental report, theMacArthur Communicative Development Inventories. In the second study the general characteristics of Spanish language acquisition, and the effects of various demographic factors on that process, are examined. Study 3 examines the differential effects of three methods of collecting the data (mail-in, personal interview, and clinic waiting room administration). Studies 4 and 5 document the reliability and validity of the instrument. Results show that the trajectories of development are very similar for Spanish-and English-speaking children in this age range, that children from varying social groups develop similarly, and that mail-in and personal interview administration techniques produce comparable results. Inventories administered in a medical clinic waiting room, on the otherhand, produced lower estimates of toddler vocabulary than the other two models.

Short-form versions of the Spanish MacArthur–Bates Communicative Development Inventories

2012 ◽  
Vol 34 (4) ◽  
pp. 837-868 ◽  
Author(s):  
DONNA JACKSON-MALDONADO ◽  
VIRGINIA A. MARCHMAN ◽  
LIA C. H. FERNALD
Keyword(s):  
Gender Differences ◽  
Socioeconomic Status ◽  
Short Form ◽  
Parent Report ◽  
Spanish Language ◽  
Small Scale ◽  
Diverse Populations ◽  
Spanish Speaking ◽  
Short Forms ◽  
Communicative Development

ABSTRACTThe Spanish-language MacArthur–Bates Communicative Development Inventories (S-CDIs) are well-established parent report tools for assessing the language development of Spanish-speaking children under 3 years. Here, we introduce the short-form versions of the S-CDIs (SFI and SFII), offered as alternatives to the long forms for screening purposes or in applications requiring a less-demanding instrument. Norming data (SFI: n = 601; SFII: n = 2,534) from diverse populations in Mexico are described. Developmental trends, gender differences, and socioeconomic status effects are reported that parallel those for the long forms. An additional small-scale study (n = 62) demonstrates strong convergence between responses on the long and the short forms. These results provide evidence that the S-CDI SFs have promise for a range of clinical and research applications.

The MacArthur-Bates CDI-III for Spanish-speaking Children

2022 ◽  
Author(s):  
Donna Jackson-Maldonado+ ◽  
Virginia A. Marchman ◽  
Philip Dale ◽  
Marta Rubio-Codina
Keyword(s):  
Effective Means ◽  
Growth Curves ◽  
Cost Effective ◽  
Parent Report ◽  
Older Children ◽  
Additional Information ◽  
Spanish Speaking ◽  
Communicative Development ◽  
Developmental Growth ◽  
Multiple Languages

Parent report measures have been shown to be effective, valid and cost-effective means for obtaining information about early child language development. There are several measures available in multiple languages for children below the age of 3. There has been a need for such measures for older children. This study presents the development of a Spanish version of the MacArthur-Bates Communicative Development Inventory-III for children 2 ½ to 4 years of age. A total of 571 families of monolingual Spanish-speaking children from a diverse socio-economic group were asked to fill out the parent report measure in order to obtain a norming sample. Data are presented by age and socio-economic groups that show developmental growth curves for vocabulary production and sentence complexity. Norming tables that show variability by ages are presented. Additional information is given for a General Concepts section. This study presents a new parent report instrument that can be used both clinically and for research purposes.

Concurrent Validity of Caregiver/Parent Report Measures of Language for Children Who Are Learning Both English and Spanish

2002 ◽  
Vol 45 (5) ◽  
pp. 983-997 ◽  
Author(s):  
Virginia A. Marchman ◽  
Carmen Martínez-Sussmann
Keyword(s):  
Concurrent Validity ◽  
Language Use ◽  
Naming Task ◽  
Parent Report ◽  
Object Naming ◽  
Early Language ◽  
Spanish Speaking ◽  
Early Language Development ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory

The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during freeplay. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.

scholarly journals Online Computerized Adaptive Tests (CAT) of Children's Vocabulary Development in English and Mexican Spanish

2021 ◽  
Author(s):  
George Kachergis ◽  
Virginia A. Marchman ◽  
Philip Dale ◽  
Jessica Mankewitz ◽  
Michael C. Frank
Keyword(s):  
Language Learning ◽  
Parent Report ◽  
Receptive Language ◽  
Adaptive Tests ◽  
Computer Adaptive Test ◽  
Irt Model ◽  
Irt Models ◽  
Communicative Development ◽  
Varying Length ◽  
English Speaking

Purpose: Measuring the growth of young children's vocabulary is important for researchers seeking to understand language learning as well as for clinicians aiming to identify early deficits. The MacArthur-Bates Communicative Development Inventories (CDI) are parent-report instruments that offer a reliable and valid method for measuring early productive and receptive language across a number of languages. CDI forms typically include hundreds of words, however, and so the burden of completion is significant. We address this limitation by building on previous work using Item Response Theory (IRT) models to create Computer Adaptive Test (CAT) versions of the CDI. We created CDI-CATs for both comprehension and production, for both American English and Mexican Spanish.Method: Using a dataset of 7,633 English-speaking children ages 12-36 months and 1,692 Spanish-speaking children ages 12-30 months, across three CDI forms (Words & Gestures, Words & Sentences, and CDI-III), we found that a 2-parameter logistic IRT model fits well for a majority of the 680 pooled items. We conducted CAT simulations on this dataset, assessing simulated tests of varying length (25-400 items). Results: We found that even very short CATs recovered participant abilities very well with little bias across ages. An empirical validation study with N=204 children ages 15-36 months showed a correlation of r=0.92 between language ability estimated from full CDI vs. CDI-CAT forms. Conclusions: We provide our item bank along with fitted parameters and other details, offer recommendations for how to construct CDI-CATs in new languages, and suggest when this type of assessment may or may not be appropriate.

CLEX: A cross-linguistic lexical norms database*

2009 ◽  
Vol 37 (2) ◽  
pp. 419-428 ◽  
Author(s):  
RUNE NØRGAARD JØRGENSEN ◽  
PHILIP S. DALE ◽  
DORTHE BLESES ◽  
LARRY FENSON
Keyword(s):  
Effective Means ◽  
Basic Research ◽  
Cost Effective ◽  
Parent Report ◽  
Research Assessment ◽  
Lexical Development ◽  
Communicative Development ◽  
Lexical Norms ◽  
Wide Range ◽  
Lexical Data

ABSTRACTParent report has proven a valid and cost-effective means of evaluating early child language. Norming datasets for these instruments, which provide the basis for standardized comparisons of individual children to a population, can also be used to derive norms for the acquisition of individual words in production and comprehension and also early gestures and symbolic actions. These lexical norms have a wide range of uses in basic research, assessment and intervention. In addition, cross-linguistic comparisons of lexical development are greatly facilitated by the availability of norms from diverse languages. This report describes the development of CLEX, a new web-based cross-linguistic database for lexical data from adaptations of the MacArthur-Bates Communicative Development Inventories. CLEX provides tools for a range of analyses within and across languages. It is designed to incorporate additional language datasets easily, and to permit users to define mappings between lexical items in pairs of languages for more specific cross-linguistic comparisons.

Book Reading Styles Among English-Speaking and Spanish-Speaking Latino Caregivers

2008 ◽  
Author(s):  
Patricia H. Manz ◽  
Ageliki Nicolopoulou ◽  
Catherine B. Bracaliello ◽  
Allison N. Ash
Keyword(s):  
Book Reading ◽  
Spanish Speaking ◽  
Reading Styles ◽  
English Speaking ◽  
Latino Caregivers

Diabetes Technology Experiences Among Latinx and Non-Latinx Youth with Type 1 Diabetes

2021 ◽  
pp. 193229682110292
Author(s):  
David Tsai ◽  
Jaquelin Flores Garcia ◽  
Jennifer L. Fogel ◽  
Choo Phei Wee ◽  
Mark W. Reid ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Young People ◽  
Technology Use ◽  
Private Insurance ◽  
Spanish Speaking ◽  
Positive Attitudes ◽  
Diabetes Technology ◽  
English Speaking ◽  
Continuous Glucose Monitors

Background: Diabetes technologies, such as insulin pumps and continuous glucose monitors (CGM), have been associated with improved glycemic control and increased quality of life for young people with type 1 diabetes (T1D); however, few young people use these devices, especially those from minority ethnic groups. Current literature predominantly focuses on white patients with private insurance and does not report experiences of diverse pediatric patients with limited resources. Methods: To explore potential differences between Latinx and non-Latinx patients, English- and Spanish-speaking young people with T1D ( n = 173, ages 11-25 years) were surveyed to assess attitudes about and barriers to diabetes technologies using the Technology Use Attitudes and Barriers to Device Use questionnaires. Results: Both English- and Spanish-speaking participants who identified as Latinx were more likely to have public insurance ( P = .0001). English-speaking Latinx participants reported higher Hemoglobin A1c values ( P = .003), less CGM use ( P = .002), and more negative attitudes about technology (generally, P = .003; and diabetes-specific, P < .001) than either non-Latinx or Spanish-speaking Latinx participants. Barriers were encountered with equivalent frequency across groups. Conclusions: Latinx English-speaking participants had less positive attitudes toward general and diabetes technology than Latinx Spanish-speaking and non-Latinx English-speaking peers, and differences in CGM use were associated with socioeconomic status. Additional work is needed to design and deliver diabetes interventions that are of interest to and supportive of patients from diverse ethnic and language backgrounds.

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