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dc.contributor.authorMancilla-Martinez, Jeannette
dc.contributor.authorPan, Barbara Alexander
dc.contributor.authorVagh, Shaher Banu
dc.date.accessioned2012-04-29T04:54:52Z
dc.date.available2012-04-29T04:54:52Z
dc.date.issued2011-04
dc.identifier.bibliographicCitationMancilla-Martinez, J., Pan, B. A., & Vagh, S. B. 2011. Assessing the productive vocabulary of Spanish-English bilingual toddlers from low-income families. Applied Psycholinguistics, 32(2): 333-357. DOI: 10.1017/S0142716410000433en
dc.identifier.issn0142-7164
dc.identifier.otherDOI: 10.1017/S0142716410000433
dc.identifier.urihttp://hdl.handle.net/10027/8279
dc.description© 2011 by Cambridge University Press, Applied Psycholinguistics. DOI: 10.1017/S0142716410000433en
dc.description.abstractThis study investigates the utility and validity of the MacArthur-Bates Communicative Development Inventory (CDI) for use with low-income parents and their 24- to 36-month-old Spanish-English bilingual children (n = 79). Issues in the interpretation of the integrated CDI/Inventarios del Desarrollo de Habilidades Comunicativas (IDHC) score to index bilingual children's overall conceptual knowledge are also considered. Results indicate that the CDI/IDHC can be used with this population through at least age 36 months and parents are accurate reporters of their children's Spanish and English vocabulary. The value of the integrated score was confirmed. However, given the lack of norms associated with the integrated score, the complexity of determining how best to interpret this score was underscored.en
dc.description.sponsorshipThis research was supported by Administration for Children,Youth and Families/Head Start Bureau Grant 90YF0049 (to B.A.P.).en
dc.language.isoen_USen
dc.publisherCambridge University Pressen
dc.titleAssessing the productive vocabulary of Spanish-English bilingual toddlers from low-income familiesen
dc.typeArticleen


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