What question did this study set out to answer?

The aim is to evaluate the effectiveness of CDIs in identifying language delays and supporting vocabulary development in at-risk children.

April 18, 2026Hrvatska revija za rehabilitacijska istraživanja0 citationsOpen Access

Children at risk for language delay

ASAlessandra SansaviniUniversity of Bologna ABArianna BelloRoma Tre University AGAnnalisa Guarini

Puntos clave

The aim is to evaluate the effectiveness of CDIs in identifying language delays and supporting vocabulary development in at-risk children.
Reviewed research on Italian-speaking late talkers and preterm children.
Assessed children using the Italian MacArthur-Bates Communicative Development Inventories (CDIs).
Developed a vocabulary assessment tool called the 'Picture Naming Game' (PiNG).
Created a parent-coaching intervention focused on dialogic book reading.
Confirmed that CDIs effectively identify language delays in both late talkers and preterm children.
Documented the predictive value of early receptive and expressive vocabulary size for later lexical development and word combinations.
Developed PiNG as a resource to assess vocabulary and enhance the intervention for promoting early language skills.

Resumen

In the present study, we review research published by our group on Italian-speaking late talkers (LTs) and preterm (PT) children, who were assessed using the Italian MacArthur-Bates Communicative Development Inventories (CDIs). Overall, our research confirms that the CDIs are an effective tool for identifying children with language delay and tracing different profiles in various areas of neurodevelopment in both populations. Using the CDIs, the predictive value of early receptive and expressive vocabulary size for subsequent lexical development and word combination has been documented in LTs, after accounting for neonatal conditions. Furthermore, data from the Italian CDIs were used to develop a direct tool (the ‘Picture Naming Game’ – PiNG) to assess vocabulary and serve as a lexical reference for a parent-coaching, dialogic book reading intervention aimed at promoting early childhood vocabulary and grammar.

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