Philip S Dale

Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. This study reports results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and representative sample of U. K. twins studied at 7, 9, and 10 years of agePresents new univariate, multivariate, and longitudinal analyses that systematically examine genetic and environmental influences for the entire sample at all ages for all measures for both the low extremes (disabilities) and the entire sample (abilities)Draws conclusions have far-reaching implications for education and child development as well as for molecular genetics and neuroscience

This work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.

This work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.

This work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.

CDI-III, part of the third edition of the MacArthur-Bates Communicative Development Inventories (CDIs), is a short, 2-page tool that measures language and communication skills for children between the ages of 30 to 37 months. Parents complete this quick instrument to document a child's expressive vocabulary and grammar. It is available in a pack of 25 paper forms on a tablet. For use with the MacArthur-Bates Communicative Development Inventories (CDIs), these CDI-III Forms, sold on a tablet of 25 paper forms, offer a quick measure of vocabulary and grammar skills for children between the ages of 30 to 37 months. WHAT'S NEWThe third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here's a look at what's new:Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U. S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDINew picture-based instructions with easy-to-understand illustrations and examplesMore extensive administration and scoring guidelinesMore on using the CDIs with bilingual and multilingual childrenAn expanded chapter on the CDI-IIIDetailed guidelines about choosing the most appropriate CDI forms when several are potentially usefulExpanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validityMore CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 childrenA rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDIA helpful list of frequently asked questions

This Element has two main purposes. Firstly, it discusses purposes, advantages, and disadvantages as well as the challenges of different formats of language assessment, concluding with a focus on educator-administered language assessment in early childhood and education programs. It addresses the selection of assessment domains, the trade-off between brevity and precision, the challenge of assessing bilinguals, and accommodating the requirements of funders (e.g., government agencies) and users (e.g., educators and schools). It draws on lessons learned from developing two instruments for a national Danish-language and preliteracy assessment program. Secondly, it introduces those two educator-administered instruments-Language Assessment 3-6 (LA 3-6) and Language Assessment 2-year-olds (LA 2)-with respect to content, norming, gender and socioeconomic influences as well as psychometric qualities. The intention is that this experience can help enable the extension of the educator-based approach to other languages and contexts, while simultaneously acknowledging that linguistic and cultural adaptations are crucial.

What does the research tell us about late talkers, and what are the key implications for clinical practice? Discover the latest findings in this important volume, a comprehensive survey of 30 years of research about young children with delayed expressive language. More than 25 top researchers explore the causes and characteristics of late language emergence, long-term outcomes for late talkers, effective intervention approaches, and future directions for new research studies. An essential addition to the literature on language development!

This work shows that professionals can learn a great deal about young children's emerging language and communication skills by consulting the ones who know the children best - their parents or caregivers.