A Long-Term Predictive Validity Study: Can the CDI Short Form be Used to Predict Language and Early Literacy Skills Four Years Later?

Autor/inn/en	Can, Dilara Deniz; Ginsburg-Block, Marika; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn
Titel	A Long-Term Predictive Validity Study: Can the CDI Short Form be Used to Predict Language and Early Literacy Skills Four Years Later?
Quelle	In: Journal of Child Language, 40 (2013) 4, S.821-835 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S030500091200030X
Schlagwörter	Semantics; Pragmatics; Word Recognition; Longitudinal Studies; Parent Attitudes; Questionnaires; Vocabulary Development; Regression (Statistics); Scores; Children; Expressive Language; Syntax; Pictorial Stimuli; Language Skills; Emergent Literacy; Prediction; Child Language; Language Acquisition; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Semantik; Pragmalinguistik; Worterkennung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Fragebogen; Wortschatzarbeit; Regression; Regressionsanalyse; Child; Kind; Kinder; Fantasieanregung; Language skill; Sprachkompetenz; Frühleseunterricht; Vorhersage; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb
Abstract	This longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age = 1;10). Four years later (mean age = 6;1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decoding skills. Hierarchical regression analyses revealed that early expressive vocabulary accounted for 17% of the variance in picture vocabulary, 11% of the variance in syntax, and 7% of the variance in semantics, while not accounting for any variance in pragmatics in kindergarten. CDI-SF scores did not predict code-related skills in kindergarten. The importance of early vocabulary skills for later language development and CDI-SF as a valuable research tool are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10