Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

2019 ◽  
Vol 40 (1) ◽  
pp. 64-83
Author(s):  
Tiia Tulviste ◽  
Astra Schults
Keyword(s):  
Day Care ◽  
Parent Report ◽  
Individual Variability ◽  
Vocabulary Size ◽  
Communicative Skills ◽  
Communicative Development ◽  
Language Difficulties ◽  
Parental Reports ◽  
Language Measures ◽  
The Impact

Parental reports are a widely-used source of information about infants’ and toddlers’ communicative skills, but parent-report instruments valid for children older than 30 months are less known. This study explored individual variability in children’s communicative skills at the age of 3;0 via parental reports using the Estonian (E) CDI-III. The validity of ECDI-III was established through correlations with another parent-report instrument (ECDI-II) and a standardized examiner-administered language assessment (New Reynell Developmental Language Scales; NRDLS). A hundred Estonian-speaking children ( M age = 35.77 months, age range from 34 to 39 months; 20 of them with reported language difficulties) participated in the study. Relations between different communicative skills and the impact of such factors as the child’s gender, maternal and paternal education, reported language difficulties, the number of siblings, and day care attendance on variability in vocabulary size were also considered. The results showed that the ECDI-III components were moderately to strongly associated with each other, with the ECDI-II and NRDLS. Children with reported language difficulties scored lower on all language measures, except for orthographic awareness. Girls, children of more educated mothers, children with older siblings, and those who had attended day care for more months obtained higher vocabulary scores.

Early vocabulary development in Mandarin (Putonghua) and Cantonese

2009 ◽  
Vol 36 (5) ◽  
pp. 1115-1144 ◽  
Author(s):  
TWILA TARDIF ◽  
PAUL FLETCHER ◽  
WEILAN LIANG ◽  
NIKO KACIROTI
Keyword(s):  
Developmental Trajectories ◽  
Vocabulary Development ◽  
Parent Report ◽  
Grammatical Function ◽  
Vocabulary Size ◽  
Function Words ◽  
Caregiver Education ◽  
Communicative Development ◽  
Parental Reports ◽  
The Difference

ABSTRACTParent report instruments adapted from the MacArthur-Bates Communicative Development Inventories (CDI) examined vocabulary development in children aged 0 ; 8 to 2 ; 6 for two Chinese languages, Mandarin (n=1694) and Cantonese (n=1625). Parental reports suggested higher overall scores for Mandarin- than for Cantonese-speaking children from approximately 1 ; 4 onward. Factors relevant to the difference were only-child status, monolingual households and caregiver education. In addition to the comparison of vocabulary scores overall, the development of noun classifiers, grammatical function words common to the two languages, was assessed both in terms of the age and the vocabulary size at which these terms are acquired. Whereas age-based developmental trajectories again showed an advantage for Beijing children, Hong Kong children used classifiers when they had smaller vocabularies, reflecting the higher frequencies and greater precision of classifier use in adult Cantonese. The data speak to the importance of using not just age, but also vocabulary size, as a metric by which the acquisition of particular linguistic elements can be examined across languages.

A Screening Version of the Swedish Communicative Development Inventories Designed for Use With 18-Month-Old Children

2002 ◽  
Vol 45 (5) ◽  
pp. 948-960 ◽  
Author(s):  
Mårten Eriksson ◽  
Monica Westerlund ◽  
Eva Berglund
Keyword(s):  
Response Rate ◽  
Assessment Procedure ◽  
Community Health Care ◽  
Parental Report ◽  
Descriptive Data ◽  
Swedish Version ◽  
Communicative Skills ◽  
Communicative Development ◽  
Parental Reports ◽  
Communicative Gestures

An instrument designed to assess young children's communicative skills at 18 months is described. The instrument consists of a 103-item parental report checklist based on the Swedish version of the Communicative Development Inventories (SECDI). We present descriptive data from a study at the Swedish Community Health Care Centres, including parental reports of 1021 18-month-old children. The response rate was 88%. Performance at the 10th percentile consisted of 8 communicative gestures, 45 comprehended words, and 7 spoken words. The overall results indicate that the instrument is reliable and has validity approximating that of the SECDI. Furthermore, parents of the children with the poorest vocabulary indicated approval of the assessment procedure in interviews especially directed to this group.

scholarly journals A comparison of the transition from first words to grammar in English and Italian

1999 ◽  
Vol 26 (1) ◽  
pp. 69-111 ◽  
Author(s):  
CRISTINA CASELLI ◽  
PAOLA CASADIO ◽  
ELIZABETH BATES
Keyword(s):  
Parent Report ◽  
Social Constraints ◽  
Grammatical Function ◽  
Vocabulary Size ◽  
Function Words ◽  
Grammatical Development ◽  
Communicative Development ◽  
Grammatical Complexity ◽  
Macarthur Communicative Development Inventory ◽  
Age Range

Cross-linguistic similarities and differences in early lexical and grammatical development are reported for 1001 English-speaking children and 386 Italian-speaking children between 1;6 and 2;6. Parents completed the English or Italian versions of the MacArthur Communicative Development Inventory: Words and Sentences, a parent report instrument that provides information about vocabulary size, vocabulary composition and grammatical complexity across this age range. The onset and subsequent growth of nouns, predicates, function words and social terms proved to be quite similar in both languages. No support was found for the prediction that verbs would emerge earlier in Italian, although Italians did produce a higher proportion of social terms, and there were small but intriguing differences in the shape of the growth curve for grammatical function words. A strikingly similar nonlinear relationship between grammatical complexity and vocabulary size was observed in both languages, and examination of the order in which function words are acquired also yielded more similarities than differences. However, a comparison of the longest sentences reported for a subset of children demonstrates large cross-linguistic differences in the amount of morphology that has been acquired in children matched for vocabulary size. Discussion revolves around the interplay between language-specific variations in the input to young children, and universal cognitive and social constraints on language development.

scholarly journals Bilingual adjusted vocabulary: A developmentally-informed bilingual vocabulary measure

2020 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Esther Schott ◽  
Krista Byers-Heinlein
Keyword(s):  
Parent Report ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Learning Abilities ◽  
New Approach ◽  
Communicative Development ◽  
Traditional Approaches ◽  
Cross Language

Vocabulary size is one of the most important early metrics of language development. Assessing vocabulary in bilingual children is complex because bilinguals learn words in two languages, which include translation equivalents (cross-language synonyms). We collected expressive vocabulary data from English and French monolinguals (n = 220), and English–French bilinguals (n = 184) aged 18–33 months, via parent report using the MacArthur-Bates Communicative Development Inventories, and quantified bilinguals’ vocabulary size using different approaches to counting translation equivalents. Our results showed that traditional approaches yield larger (word vocabulary) or smaller (concept vocabulary) quantification of bilinguals’ vocabulary knowledge relative to monolinguals. We propose a new metric, the bilingual adjusted vocabulary, that yields similar vocabulary sizes for monolinguals and bilinguals across different ages. Uniquely, this approach counts translation equivalents differently depending on the child’s age. This developmentally-informed bilingual vocabulary measure reveals differences in word learning abilities across ages, and provides a new approach to measure vocabulary in bilingual toddlers.

scholarly journals Selective attention to the mouth of talking faces in monolinguals and bilinguals aged 5 months to 5 years

2019 ◽  
Author(s):  
Elizabeth Morin-Lessard ◽  
Diane Poulin-Dubois ◽  
Norman Segalowitz ◽  
Krista Byers-Heinlein
Keyword(s):  
Language Learning ◽  
Native Speaker ◽  
Individual Variability ◽  
Vocabulary Size ◽  
Language Background ◽  
Future Studies ◽  
The Moment ◽  
Percentile Scores ◽  
The Impact ◽  
Talking Face

A talking face provides redundant cues on the mouth that might support language learning and highly salient social cues in the eyes. What drives children's looking towards the mouth versus eyes of a talking face? This study reports data from 292 children who viewed faces speaking English, French, and Russian. We investigated the impact of children’s age (5 months to 5 years) and language background (monolingual English, monolingual French, bilingual English-French), and the speaker’s language (dominant, non-dominant, or non-native) relative to children’s native language(s). Data from 129 bilingual adults were also collected for comparison. Five-month-olds showed balanced attention to the eyes and mouth, but children up to 5 years tended to be most interested in the mouth. In contrast, adults were most interested in the eyes. We found little evidence for different patterns of attention for monolinguals versus bilinguals, or to a native versus a non-native speaker. Using percentile scores, monolinguals with larger productive vocabularies looked more at the mouth, while bilinguals with larger comprehension vocabularies looked marginally less at the mouth, although both effects were small and not as robust with raw vocabulary scores. Children showed large but stable individual variability in their face scanning patterns across different speakers. Our results show that the way that children allocate their attention to talking faces continues to change from infancy through the preschool years and beyond. Future studies will need to go beyond looking at bilingualism, speaker language, and vocabulary size to understand what drives children’s in-the-moment attention to talking faces.

scholarly journals Lexical Selectivity of 2-Year-Old Children With and Without Repaired Cleft Palate Based on Parent Report

2020 ◽  
Vol 57 (9) ◽  
pp. 1117-1124
Author(s):  
Adriane Baylis ◽  
Linda D. Vallino ◽  
Juliana Powell ◽  
David J. Zajac
Keyword(s):  
Cleft Palate ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Parent Report ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Communicative Development ◽  
Ventilation Tubes ◽  
History Of ◽  
Macarthur Communicative Development Inventory

Objective: To determine vocabulary and lexical selectivity characteristics of children with and without repaired cleft palate at 24 months of age, based on parent report. Participants: Forty-nine children with repaired cleft palate, with or without cleft lip (CP±L; 25 males; 21 cleft lip and palate, 28 CP only), 29 children with a history of otitis media (OM) and ventilation tubes (21 males), and 25 typically developing (TD) children (13 males). Main Outcome Measure(s): Parent-reported expressive vocabulary was determined using the MacArthur Communicative Development Inventory: Words and Sentences. Results: Vocabulary size was reduced for children with repaired CP±L compared to children in the TD group ( P = .025) but not the OM group ( P = .403). Mean percentage of words beginning with sonorants did not differ across groups ( P = .383). Vocabulary size predicted sonorant use for all groups ( P = .001). Conclusions: Children with repaired CP±L exhibit similar lexical selectivity relative to word initial sounds compared to noncleft TD and OM peers at 24 months of age, based on parent report.

scholarly journals Parental Perceptions of Children's Communicative Development at Stuttering Onset

2000 ◽  
Vol 43 (5) ◽  
pp. 1252-1263 ◽  
Author(s):  
Nan Bernstein Ratner ◽  
Stacy Silverman
Keyword(s):  
Standardized Tests ◽  
Parent Report ◽  
Parental Perceptions ◽  
Language Abilities ◽  
Communicative Development ◽  
Communicative Performance ◽  
Child Speech ◽  
Language Measures ◽  
Child Performance ◽  
Language Sample

There has been clinical speculation that parents of young stuttering children have expectations of their children's communication abilities that are not well-matched to the children's actual skills. We appraised the language abilities of 15 children close to the onset of stuttering symptoms and 15 age-, sex-, and SES-matched fluent children using an array of standardized tests and spontaneous language sample measures. Parents concurrently completed two parent-report measures of the children's communicative development. Results indicated generally depressed performance on all child speech and language measures by the children who stutter. Parent report was closely attuned to child performance for the stuttering children; parents of nonstuttering children were less accurate in their predictions of children's communicative performance. Implications for clinical advisement to parents of stuttering children are discussed.

Short-form versions of the MacArthur Communicative Development Inventories

2000 ◽  
Vol 21 (1) ◽  
pp. 95-116 ◽  
Author(s):  
LARRY FENSON ◽  
STEVE PETHICK ◽  
CONNIE RENDA ◽  
JEFFREY L. COX ◽  
PHILIP S. DALE ◽  
...  
Keyword(s):  
Normative Data ◽  
Short Form ◽  
Parent Report ◽  
Clinical Applications ◽  
Developmentally Delayed ◽  
Communicative Skills ◽  
Communicative Development ◽  
Level Ii ◽  
Vocabulary Comprehension ◽  
Level I

The MacArthur Communicative Development Inventories (CDIs) are a pair of widely used parent-report instruments for assessing communicative skills in infants and toddlers. This report describes short-form versions of the CDIs and their development, summarizes newly available normative data and psychometric properties of the instruments, and discusses research and clinical applications. The infant short form (Level I, for 8- to 18-month-olds) contains an 89-word checklist for vocabulary comprehension and production. The two parallel versions of the toddler short form (Level II, Forms A and B, for 16- to 30-month-olds) each contain a 100-word vocabulary production checklist and a question about word combinations. The forms may also be useful with developmentally delayed children beyond the specified age ranges. Copies of the short forms and the normative tables appear in the appendices.

Parental Reports of Spoken Language Skills in Children With Down Syndrome

2001 ◽  
Vol 44 (1) ◽  
pp. 179-191 ◽  
Author(s):  
Eva Berglund ◽  
Mårten Eriksson ◽  
Iréne Johansson
Keyword(s):  
Down Syndrome ◽  
Spoken Language ◽  
Logistic Growth ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Communicative Development ◽  
Parental Reports ◽  
And Performance ◽  
Spoken Language Skills ◽  
Age Range

Spoken language in children with Down syndrome and in children in a normative group was compared. Growth trends, individual variation, sex differences, and performance on vocabulary, pragmatic, and grammar scales as well as MaxLU (maximum length of utterance) were explored. Subjects were 330 children withDown syndrome (age range: 1–5 years) and 336 children in a normative group (1;4–2;4 years;months). The Swedish Early Communicative Development Inventory-words and sentences (SECDI-w&s) was employed. Performance of children with Down syndrome at ages 3;0 and 4;0 was comparable with that ofchildren in the normative group at ages 1;4 and 1;8 respectively. In comparison with children in the normative group of similar vocabulary size, children with Down syndrome lagged slightly on pragmatic and grammar scales. The early development proceeded in most cases with exponential or logistic growth. This stresses the great potential of early intervention.

scholarly journals Measuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children.

2021 ◽  
Author(s):  
Lewis Montgomery ◽  
Vasiliki Chondrogianni ◽  
Sue Fletcher-Watson ◽  
Hugh Rabagliati ◽  
Antonella Sorace ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Inhibitory Control ◽  
Parent Report ◽  
Autistic Children ◽  
Report Data ◽  
Parental Reports ◽  
And Performance ◽  
Language Environment ◽  
The Impact ◽  
Important Evidence

A distinct feature of autism is difficulties in several aspects of executive functioning. One factor that may influence how executive functions develop is exposure to more than one language in childhood. This study explored the impact of bilingualism on inhibitory control in autistic (n = 38) and non-autistic children (n = 51). Bilingualism was measured on a continuum of exposure in order to investigate the effects of language environment on two facets of inhibitory control. Results did not show meaningful effects of bilingual exposure on inhibition involving visual attention, but behavioural control of motor impulses was modulated positively through increased bilingual exposure, irrespective of diagnostic status. However, bilingual exposure was not related to parental reports of everyday executive functioning, and there was no correlation between these parent-report data and performance on experimental tasks. The results partially support the hypothesis that bilingual exposure differentially affects components of inhibitory control and provides important evidence for families raising autistic children that bilingualism is not detrimental to their development.

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