Assessing the language of 2 year-olds: From theory to practice

Author(s)Jackson, Emily
Author(s)Levine, Dani
Author(s)de Villiers, Jill
Author(s)Iglesias, Aquiles
Author(s)Hirsh-Pasek, Kathy
Author(s)Michnick Golinkoff, Roberta
Date Accessioned2023-08-16T18:21:21Z
Date Available2023-08-16T18:21:21Z
Publication Date2023-06-23
DescriptionThis is the peer reviewed version of the following article: Jackson, E., Levine, D., de Villiers, J., Iglesias, A., Hirsh-Pasek, K., & Michnick Golinkoff, R. (2023). Assessing the language of 2 year-olds: From theory to practice. Infancy, 28(5), 930–957. https://doi.org/10.1111/infa.12554, which has been published in final form at https://doi.org/10.1111/infa.12554. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. © 2023 International Congress of Infant Studies. This article will be embargoed until 06/23/2025.
AbstractEarly screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0–2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach's alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems.
SponsorThe research was supported by the Institute of Education Sciences, grants R305A110284 and R324A160241. The authors declare no conflicts of interest with regard to the funding source for this study.
CitationJackson, E., Levine, D., de Villiers, J., Iglesias, A., Hirsh-Pasek, K., & Michnick Golinkoff, R. (2023). Assessing the language of 2 year-olds: From theory to practice. Infancy, 28(5), 930–957. https://doi.org/10.1111/infa.12554
ISSN1532-7078
URLhttps://udspace.udel.edu/handle/19716/33080
Languageen_US
PublisherInfancy
TitleAssessing the language of 2 year-olds: From theory to practice
TypeArticle
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Assessing the language of 2 year-olds From theory to practice.pdf
Size:
1.61 MB
Format:
Adobe Portable Document Format
Description:
Main article
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.22 KB
Format:
Item-specific license agreed upon to submission
Description: