Authors
Catherine S Tamis‐LeMonda, George Kachergis, Lillian R Masek, Sandy L Gonzalez, Kasey C Soska, Orit Herzberg, Melody Xu, Karen E Adolph, Rick O Gilmore, Marc H Bornstein, Marianella Casasola, Caitlin M Fausey, Michael C Frank, Susan Goldin‐Meadow, Julie Gros‐Louis, Kathy Hirsh‐Pasek, Jana Iverson, Casey Lew‐Williams, Brian MacWhinney, Virginia A Marchman, Letitia Naigles, Laura Namy, Lynn K Perry, Meredith Rowe, Adam Sheya, Melanie Soderstrom, Lulu Song, Eric Walle, Anne S Warlaumont, Hanako Yoshida, Chen Yu, Dan Yurovsky
Publication date
2024/5
Journal
Infancy
Volume
29
Issue
3
Pages
302-326
Description
The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language‐variety options. Item‐Response Theory analyses applied to Wordbank and Web‐CDI data (n = 2603, 12–18 months; n = 6722, 16–36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near‐perfect associations between DLL‐ES and CDI long‐form scores. Interviews with 10 Hispanic mothers of 18‐ to 24‐month‐olds (2 White, 1 Black, 7 multi‐racial; 6 female) provide a proof of concept for the value of …
Scholar articles
CS Tamis‐LeMonda, G Kachergis, LR Masek… - Infancy, 2024