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A long-term predictive validity study: Can the CDI Short Form be used to predict language and early literacy skills four years later?

Published online by Cambridge University Press:  31 July 2012

DILARA DENIZ CAN ,
MARIKA GINSBURG-BLOCK ,
ROBERTA MICHNICK GOLINKOFF  and
KATHRYN HIRSH-PASEK
DILARA DENIZ CAN*
Affiliation:
University of Washington
MARIKA GINSBURG-BLOCK
Affiliation:
University of Delaware
ROBERTA MICHNICK GOLINKOFF
Affiliation:
University of Delaware
KATHRYN HIRSH-PASEK
Affiliation:
Temple University
*
[*]Address for correspondence: Dilara Deniz Can, University of Washington – Institute for Learning and Brain Sciences, Portage Bay Building, Box 357988, Seattle, Washington 98195, United States. e-mail: dilara@u.washington.edu
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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.

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Type
Articles
Information
Journal of Child Language , Volume 40 , Issue 4 , September 2013 , pp. 821 - 835
Copyright
Copyright © Cambridge University Press 2012 

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