Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III

Stolt, Suvi

doi:10.1177/01427237231167301

Cited by 6 publications

(7 citation statements)

References 41 publications

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“…Studies exploring gender-based differences in emerging language skills have commonly reported girls scoring consistently better than boys (Bornstein et al, 2004; Eriksson et al, 2012; T. Helland et al, 2017; Nouraey et al, 2021; Stolt, 2023). However, studies focusing on the role of gender in pragmatic ability are sparse and mixed findings are reported.…”

Section: Introductionmentioning

confidence: 99%

Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test

Helland,

Aaland,

Furebotn

et al. 2024

First Language

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Pragmatics refers to the ability to effectively use and interpret language in different contexts. Pragmatic abilities develop and refine through childhood, and they are essential for socialization, academic achievement and wellbeing. The scarcity of assessment tools in this field makes it challenging to provide a comprehensive assessment of pragmatic abilities. The Pragma test, originally developed for Finnish and also adapted into Italian, consists of a battery of tasks assessing children’s pragmatic abilities. In this study, a first evaluation of the psychometric qualities of a Norwegian adaptation of this test is presented. In addition, we investigated pragmatic development between ages 5 and 7, and explored possible gender-based differences. Altogether 119 Norwegian-speaking children participated in the study. The children were tested with the Pragma test and parents completed the Children’s Communication Checklist-2. The children were allocated into three groups: 5-year-olds, 6-year-olds and 7-year-olds. The psychometric qualities of this Norwegian adaptation supported its use as a tool for assessing pragmatics in children aged 5–7. Strong and significant growth in pragmatic competence was observed from age 5–6, subsequently flattening out between age 6 and 7, and gender differences in favour of girls were identified. These findings indicate that pragmatic ability, as measured by the Pragma test, shows similar age effects in a Norwegian setting as in Finnish and Italian contexts, paving the way for further cross-cultural and cross-linguistic studies.

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Section: Introductionmentioning

confidence: 99%

Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test

Helland,

Aaland,

Furebotn

et al. 2024

First Language

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“…Different forms of CDIs can be used to assess children's early language development, including vocabulary comprehension, production, gestures, and grammar (for a review, see Law and Roy, 2008). A tool for slightly older children between 2;6 and 4 years is also available: the CDI III (Eriksson, 2017;Eriksson and Myrberg, 2023;Marchman et al, 2023;Stolt, 2023). The CDIs have been initially developed in American English.…”

Section: Introductionmentioning

confidence: 99%

What kind of information do early parental report instruments provide on language ability at 3;6 when used at 2;0? A longitudinal comparison study

Surakka,

Vehkavuori,

Saaristo-Helin

et al. 2023

Front. Psychol.

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IntroductionVarious parental report instruments are available for assessing children’s language skills at the end of the second year. However, comparison studies on their usability are lacking, and it is also open to question what kind of information the instruments provide when used in a parallel manner. This longitudinal study investigated which of the available three parental report instruments, when used at 2;0 (year;month), provides the most representative information on language development at 3;6. In addition, since most of the parental report instruments available focus specifically on expressive language, the role of receptive language ability was also investigated when analyzing the explanatory value of parental report instruments.MethodsThe participants were 68 typically developing children. At 2;0, language skills were measured using the following measures: the Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile (ITC), the Short Form and Long Form versions of the Finnish Communicative Development Inventories (FinCDI-SF, FinCDI-LF), and the Reynell Developmental Language Scales III (RDLS). The outcome measures were receptive/expressive/ general language ability at 3;6 measured using RDLS.ResultsThe results of parental report instruments were significantly and positively associated with language ability at 3;6. The correlation between the combined value of ITC and FinCDI-SF and later language ability was stronger than correlations for each measure separately. The regression models with the results of parental report instruments as predictors explained 18–22% (p < 0.00) of the variability in the total RDLS score. However, when receptive language ability at 2;0 was included in the models as a predictor, R2 increased considerably (46–48%, p < 0.00).DiscussionThe results adduce the usability of parental report measures along with the importance of measuring receptive language skills at 2 years of age. In summary, this study provides important insights into the clinical evaluation of early language ability.

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“…After conducting a validation and norming study, Eriksson (2017 , p. 652) concluded that the structure of the Swedish version of the CDI-III could “well be integrated in similar instruments designed for other languages and cultures,” and CDI-III adaptations based on the Swedish version have since been developed for several new languages: Norwegian ( Garmann et al, 2019 ), Polish, Finnish ( Stolt, 2023 ), Estonian ( Tulviste and Schults, 2020 ), (Mexican) Spanish ( Jackson-Maldonado et al, 2022 ), and most recently Ukrainian. Both the Estonian version and the Norwegian one are based directly on the Swedish approach and mostly use the same categories as Eriksson (2017) , while still being adaptations, not translations.…”

Section: Introductionmentioning

confidence: 99%

“…b As discussed in sections 1.1.1–1.1.3, Eriksson (2017) combines his two grammar/syntax scales into one Swedish grammar score, while Tulviste and Schults (2020) and the current paper treat them as two separate scales for Estonian and Norwegian, respectively. c Stolt (2023) combines the two Finnish grammar scales Morphology and Language complexity with Phonology to a Language structures score (range: 0–43).…”

Section: Introductionmentioning

confidence: 99%

The Norwegian CDI-III as an assessment tool for lexical and grammatical development in preschoolers

Holm¹,

Hansen²,

Romøren³

et al. 2023

Front. Psychol.

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Parental report instruments are a non-invasive way to assess children’s language development and have proved to give both valid and reliable results when used with children under the age of 2;6 (and in some cases up to 3). In this study we examine the newly developed Norwegian edition of a language assessment tool for older preschoolers: MacArthur-Bates Communicative Development Inventory III (CDI-III), investigating whether this parental report tool can be used for assessing the language of monolingual Norwegian-speaking children between 2;6 and 4 years. NCDI-III results for 100 children between 2;6 and 4.0 are presented. All sections were significantly intercorrelated. All sections except Pronunciation showed growth with age. Internal consistency was measured both in terms of Cronbach’s alpha and corrected item-scale correlation, and the results are discussed considering features of item difficulty distribution. Methodological considerations are discussed, as well as implications relevant both for possible later revisions and for CDI-III adaptations to new languages.

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Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III

Cited by 6 publications

References 41 publications

Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test

Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test

What kind of information do early parental report instruments provide on language ability at 3;6 when used at 2;0? A longitudinal comparison study

The Norwegian CDI-III as an assessment tool for lexical and grammatical development in preschoolers

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