Developmental Inventories Using Illiterate Parents as Informants: Communicative Development Inventory (CDI) Adaptation for Two Kenyan Languages

Autor/inn/en	Alcock, K. J.; Rimba, K.; Holding, P.; Kitsao-Wekulo, P.; Abubakar, A.; Newton, C. R. J. C.
Titel	Developmental Inventories Using Illiterate Parents as Informants: Communicative Development Inventory (CDI) Adaptation for Two Kenyan Languages
Quelle	In: Journal of Child Language, 42 (2015) 4, S.763-785 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000403
Schlagwörter	Foreign Countries; African Languages; Measures (Individuals); Check Lists; Vocabulary Development; Nonverbal Communication; Grammar; Interviews; Parent Attitudes; Speech Communication; Reliability; Validity; Child Language; Language Acquisition; Infants; Toddlers; Literacy; Interaction; Evaluation Methods; Kenya + Suchen Sie Ihr Suchwort? Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Messdaten; Checkliste; Wortschatzarbeit; Non-verbal communication; Nonverbale Kommunikation; Grammatik; Interviewing; Interviewtechnik; Elternverhalten; Reliabilität; Gültigkeit; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Infants; Alphabetisierung; Schreib- und Lesefähigkeit; Interaktion; Kenia
Abstract	Communicative Development Inventories (CDIs, parent-completed language development checklists) are a helpful tool to assess language in children who are unused to interaction with unfamiliar adults. Generally, CDIs are completed in written form, but in developing country settings parents may have insufficient literacy to complete them alone. We designed CDIs to assess language development in children aged 0;8 to 2;4 in two languages used in Coastal communities in Kenya. Measures of vocabulary, gestures, and grammatical constructions were developed using both interviews with parents from varying backgrounds, and vocabulary as well as grammatical constructions from recordings of children's spontaneous speech. The CDIs were then administered in interview format to over 300 families. Reliability and validity ranged from acceptable to excellent, supporting the use of CDIs when direct language testing is impractical, even when children have multiple caregivers and where respondents have low literacy levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01