AI Article Synopsis
- The Dual Language Learners English-Spanish (DLL-ES) Inventories were created to assess vocabulary development in dual-language learning infants in the U.S.
- These inventories include translations for Spanish and English vocabulary items from existing Communicative Development Inventories, along with additional options for Spanish language varieties.
- Research using item-response theory demonstrated strong correlations between the DLL-ES scores and traditional CDI long-form scores, and interviews with Hispanic mothers support the DLL-ES's effectiveness in evaluating vocabulary.
Article Abstract
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 the DLL-ES for assessing the vocabularies of DLLs.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11019594 | PMC |
| http://dx.doi.org/10.1111/infa.12571 | DOI Listing |
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