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Abstract：
UNASSIGNED: Parental report measures such as the MacArthur-Bates Communicative Development Inventories (CDIs) are frequently used to study communicative skills of children under 3 years of age. Less is known about the usability of such reports for assessing communication skills in older children due to their advanced language skills, and a higher variety of communicative partners and communication contexts.
UNASSIGNED: To assess the concurrent and predictive validity of the Estonian (E) CDI-III at ages 3;0 and 4;0 years. The first research goal was to examine its concurrent variability-associations with teacher reports and directly measured language skills. The second goal of the study was to investigate the predictive validity of parent reports-the degree to which parent-and teacher-reported language scores for children at age 3;0 are useful for predicting examiner-administered language comprehension and production scores 1 year later.
UNASSIGNED: Estonian monolingual children were investigated longitudinally at ages 3;0 (n = 104; M age = 35.77 months, SD = 0.84; 42% males) and 4;0 (n = 87; M age = 48.18 months, SD = 1.16; 42% males) years. Children were assessed with the parent-reported ECDI-III, with teacher-reported assessments on children\'s talkativeness, vocabulary size and grammatical skills, and the examiner-administered New Reynell Developmental Language Scales IV (NRDLS).
UNASSIGNED: Results indicated significant positive relationships between the ECDI-III total scores, teacher reports, and directly measured language comprehension and production scores, demonstrating concurrent validity of parental reports of children language skills at both ages. When controlling for mothers\' education, children\'s gender, and reported language difficulties, parental and teacher reports were predictive of language production scores, whereas only parental reports predicted comprehension scores 1 year later. None of the controls was predictive of later language comprehension and production scores.
UNASSIGNED: In sum, good concurrent and predictive validity of the ECDI-III shows that the instrument is a valid tool for assessing communicative skills in Estonian children. Results suggest that parent reports can offer useable information also about communicative skills of children older than three years.
UNASSIGNED: To assess the concurrent and predictive validity of the Estonian (E) CDI-III at ages 3;0 and 4;0 years. The first research goal was to examine its concurrent variability-associations with teacher reports and directly measured language skills. The second goal of the study was to investigate the predictive validity of parent reports-the degree to which parent-and teacher-reported language scores for children at age 3;0 are useful for predicting examiner-administered language comprehension and production scores 1 year later.
UNASSIGNED: Estonian monolingual children were investigated longitudinally at ages 3;0 (n = 104; M age = 35.77 months, SD = 0.84; 42% males) and 4;0 (n = 87; M age = 48.18 months, SD = 1.16; 42% males) years. Children were assessed with the parent-reported ECDI-III, with teacher-reported assessments on children\'s talkativeness, vocabulary size and grammatical skills, and the examiner-administered New Reynell Developmental Language Scales IV (NRDLS).
UNASSIGNED: Results indicated significant positive relationships between the ECDI-III total scores, teacher reports, and directly measured language comprehension and production scores, demonstrating concurrent validity of parental reports of children language skills at both ages. When controlling for mothers\' education, children\'s gender, and reported language difficulties, parental and teacher reports were predictive of language production scores, whereas only parental reports predicted comprehension scores 1 year later. None of the controls was predictive of later language comprehension and production scores.
UNASSIGNED: In sum, good concurrent and predictive validity of the ECDI-III shows that the instrument is a valid tool for assessing communicative skills in Estonian children. Results suggest that parent reports can offer useable information also about communicative skills of children older than three years.
摘要：
■父母报告的措施，如麦克阿瑟-贝茨沟通发展清单（CDI）经常被用来研究3岁以下儿童的沟通技巧。由于年龄较大的儿童具有先进的语言技能，因此对此类报告评估其沟通技巧的可用性知之甚少。以及更多样化的交流伙伴和交流环境。
■评估爱沙尼亚（E）CDI-III在3岁时的并发和预测有效性；0和4岁；0岁。第一个研究目标是检查其与教师报告的并发变异性关联，并直接测量语言技能。该研究的第二个目标是调查家长报告的预测有效性-3岁儿童的家长和老师报告的语言分数的程度；0对于预测1年后考官管理的语言理解和生产分数很有用。
■爱沙尼亚单语儿童在3岁时进行了纵向调查；0（n=104；M年龄=35.77个月，SD=0.84;42%男性)和4;0(n=87;M年龄=48.18个月，SD=1.16；42%的男性）年。儿童用父母报告的ECDI-III进行评估，教师报告的儿童健谈评估，词汇量和语法技巧，和审查员管理的新雷诺发展语言量表IV（NRDLS）。
■结果表明，ECDI-III总分之间存在显着的正相关关系，教师报告,直接测量语言理解和生产分数，证明父母在两个年龄段的儿童语言技能报告的同时有效性。当控制母亲的教育时，儿童的性别，并报告语言困难，父母和教师的报告是语言生产分数的预测，而只有父母报告预测1年后的理解得分。没有一个对照可以预测以后的语言理解和生产分数。
■总之，ECDI-III具有良好的并发和预测效度，表明该工具是评估爱沙尼亚儿童交际技能的有效工具。结果表明，家长报告还可以提供有关三岁以上儿童的沟通技巧的有用信息。
■评估爱沙尼亚（E）CDI-III在3岁时的并发和预测有效性；0和4岁；0岁。第一个研究目标是检查其与教师报告的并发变异性关联，并直接测量语言技能。该研究的第二个目标是调查家长报告的预测有效性-3岁儿童的家长和老师报告的语言分数的程度；0对于预测1年后考官管理的语言理解和生产分数很有用。
■爱沙尼亚单语儿童在3岁时进行了纵向调查；0（n=104；M年龄=35.77个月，SD=0.84;42%男性)和4;0(n=87;M年龄=48.18个月，SD=1.16；42%的男性）年。儿童用父母报告的ECDI-III进行评估，教师报告的儿童健谈评估，词汇量和语法技巧，和审查员管理的新雷诺发展语言量表IV（NRDLS）。
■结果表明，ECDI-III总分之间存在显着的正相关关系，教师报告,直接测量语言理解和生产分数，证明父母在两个年龄段的儿童语言技能报告的同时有效性。当控制母亲的教育时，儿童的性别，并报告语言困难，父母和教师的报告是语言生产分数的预测，而只有父母报告预测1年后的理解得分。没有一个对照可以预测以后的语言理解和生产分数。
■总之，ECDI-III具有良好的并发和预测效度，表明该工具是评估爱沙尼亚儿童交际技能的有效工具。结果表明，家长报告还可以提供有关三岁以上儿童的沟通技巧的有用信息。
