Concurrent Validity of Caregiver/Parent Report Measures of Language for Children Who Are Learning Both English and Spanish 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., ... Research Article
Research Article  |   October 01, 2002
Concurrent Validity of Caregiver/Parent Report Measures of Language for Children Who Are Learning Both English and Spanish
 
Author Affiliations & Notes
  • Virginia A. Marchman, PhD
    The University of Texas at Dallas
  • Carmen Martínez-Sussmann
    American Institutes for Research Palo Alto, CA
  • Contact author: Virginia A. Marchman, PhD, School of Human Development GR 41, P.O. Box 830688, The University of Texas at Dallas, Richardson, TX 75083-0688. E-mail: vamarch@utdallas.edu
Article Information
Cultural & Linguistic Diversity / Research Issues, Methods & Evidence-Based Practice / Language / Research Articles
Research Article   |   October 01, 2002
Concurrent Validity of Caregiver/Parent Report Measures of Language for Children Who Are Learning Both English and Spanish
Journal of Speech, Language, and Hearing Research, October 2002, Vol. 45, 983-997. doi:10.1044/1092-4388(2002/080)
History: Received April 2, 2002 , Accepted June 5, 2002
 
Journal of Speech, Language, and Hearing Research, October 2002, Vol. 45, 983-997. doi:10.1044/1092-4388(2002/080)
History: Received April 2, 2002; Accepted June 5, 2002

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.

Acknowledgments
This research was supported by grants from the Texas Higher Education Coordinating Board (TARP), The Callier Center for Communication Disorders, and the School of Human Development at the University of Texas at Dallas. A preliminary version of these data were presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN (April 2001). We would like to thank the members of the CDI Advisory Board, especially Donna J. Thal and Donna Jackson-Maldonado, for their input and support. We would also like to thank Barbara Pearson for sharing her original matches (Pearson, 1992). We offer our sincere appreciation to Leo Bobadilla, Luis Cazares, Amber Cheney, Tania Cohen, Heather Eaton, Diana Garza, Guadalupe Gonzalez, Elda Jimenez, Laura Smithson, Socorro Terlizzi, as well as the families who participated in our study.
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