DC FieldValueLanguage
dc.contributor.authorPetrogiannis, Konstantinos-
dc.contributor.authorKarousou, Alexandra-
dc.date.accessioned2024-02-21T15:22:48Z-
dc.date.available2024-02-21T15:22:48Z-
dc.date.issued2014-
dc.identifiergoogle_scholar-el5n6k0AAAAJ:ZeXyd9-uunAC-
dc.identifier.issn1106-5737-
dc.identifier.otherel5n6k0AAAAJ:ZeXyd9-uunAC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1081-
dc.description.abstractThis study aimed to explore the main psychometric properties of the CDR, a new parent report instrument for the early screening of communication and language development of Greek-speaking children. Based on a representative sample of 1391 children aged 7 to 30 months (M= 19.45, SD= 6.91), results are presented on the sensitivity, internal consistency, and convergent and divergent validity of its two major scales (‘Preverbal behaviors’ and ‘Verbal behaviors’) and their respective subscales (vocal and non-vocal preverbal communication, language comprehension, productive vocabulary, morphology and syntax). Results also illustrate the developmental patterns of the dimensions of communicative/linguistic development assessed, as well as the high and significant correlations among these dimensions of (pre)linguistic knowledge. Overall, results provide evidence on the functionality, validity and reliability of the CDR, and point to its use as a tool for the early screening of communication development in Greek-speaking children for clinical, educational and research purposes.en_US
dc.language.isoenen_US
dc.relation.ispartofPsychology: the Journal of the Hellenic Psychological Societyen_US
dc.sourcePsychology: the Journal of the Hellenic Psychological Society 21 (4), 395-420, 2014-
dc.subjectCommunication and language developmenten_US
dc.subjectParent reporten_US
dc.subjectEarly screeningen_US
dc.subjectGreek languageen_US
dc.subjectInfanten_US
dc.subjectToddlersen_US
dc.titleCommunication Development Report [CDR]: A parent report instrument for the early screening of communication and language development in Greek-speaking infants and toddlersen_US
dc.typeArticleen_US
dc.identifier.doi10.12681/psy_hps.23509en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume21en_US
dc.relation.issue4en_US
dc.identifier.spage395en_US
dc.identifier.epage420en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-5462-8977-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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