Skip Navigation

This Article
Right arrow FREE Full Text (PDF) Freely available
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Anderson, D.
Right arrow Articles by Reilly, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Anderson, D.
Right arrow Articles by Reilly, J.
Social Bookmarking
 Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Deaf Studies and Deaf Education 7:2 2002
© 2002 Oxford University Press


Empirical Article

The MacArthur Communicative Development Inventory: Normative Data for American Sign Language

Diane Anderson

University of California, Berkeley

Judy Reilly

San Diego State University

To

learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size.

A portion of these data was presented at the 1993 American Speech-Language-Hearing Association Annual Convention and the 1995 American Education Research Association. We thank the children and families who participated in this research. We also thank Kate Provine and many undergraduate research assistants who collected the pilot data for this project. We appreciate the comments by reviewers of an earlier version of this manuscript. This work was supported by NIDCD R29 DC00539 and the John D. and Catherine T. MacArthur Foundation Research Network on Early Childhood Transitions.

Correspondence should be sent to Diane Anderson, Institute of Human Development, University of California, Berkeley, Berkeley, CA 94720-1950 (e-mail: Jollysox{at}earthlink.net).

Received February 8, 2001; revised July 27, 2001; accepted August 1, 2001


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
J Deaf Stud Deaf EducHome page
A. R. Lederberg and P. E. Spencer
Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality
J. Deaf Stud. Deaf Educ., May 20, 2008; (2008) enn021v1.
[Abstract] [Full Text] [PDF]


Home page
J Deaf Stud Deaf EducHome page
T. S. Haptonstall-Nykaza and B. Schick
The Transition From Fingerspelling to English Print: Facilitating English Decoding
J. Deaf Stud. Deaf Educ., April 1, 2007; 12(2): 172 - 183.
[Abstract] [Full Text] [PDF]



Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.