Consistency and Inconsistency in Caregiver Reporting of Vocabulary

Autor/inn/en	Arunachalam, Sudha; Avtushka, Valeryia; Luyster, Rhiannon J.; Guthrie, Whitney
Titel	Consistency and Inconsistency in Caregiver Reporting of Vocabulary
Quelle	In: Language Learning and Development, 18 (2022) 1, S.81-96 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2021.1931233
Schlagwörter	Verbs; Vocabulary Development; Nouns; Language Acquisition; Check Lists; Autism; Pervasive Developmental Disorders; Comparative Analysis; Reliability; Language Skills; Measures (Individuals); Age Differences; Caregiver Child Relationship; Parent Child Relationship; Preschool Children; Child Development; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachaneignung; Spracherwerb; Checkliste; Autismus; Reliabilität; Language skill; Sprachkompetenz; Messdaten; Age; Difference; Age difference; Altersunterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung
Abstract	Vocabulary checklists completed by caregivers are a common way of measuring children's vocabulary knowledge. We provide evidence from checklist data from 31 children with and without autism spectrum disorder. When asked to report twice about whether or not their child produces a particular word, caregivers are largely consistent in their responses, but where they are inconsistent, these inconsistencies affect verbs more than nouns. This difference holds both for caregivers of children with autism spectrum disorder and caregivers of typically-developing children. We suggest that caregivers may be less sure of their child's knowledge about verbs than nouns. This data converges with prior evidence comparing language samples of words children produce in a recorded interaction with checklist data, and it has implications for how researchers use checklist data in cases where the reliability of estimates of verb knowledge is critical. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01