Identification of Comorbid Language and Reading Disorders in Spanish-English Bilingual Children

西英双语儿童共病语言和阅读障碍的识别

• 批准号: 10359616
• 负责人: Amy Susan Pratt
• 金额: $ 19.63万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2022-08-12
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10359616
• 关键词: Address; Affect; Age; Area; Awareness; California; Child; Chronic; Clinical; Clinical Markers; Data; Development; Diagnosis; Diagnostic; Differential Diagnosis; Disease; Dyslexia; Early Diagnosis; Early identification; Education; English Learner; Knowledge; Language; Language Development Disorders; Language Disorders; Length; Linguistics; Measurement; Measures; Occupational; Outcome; Participant; Pattern; Performance; Persons; Plant Leaves; Population; Principal Investigator; Process; Reading; Reading Disorder; Reporting; Research; Risk; School-Age Population; Schools; Screening procedure; Sensitivity and Specificity; Services; Taxes; Testing; Time; Underachievement; Wolves; base; bilingualism; clinical decision-making; clinical practice; comorbidity; design; diagnostic screening; experience; follow-up; health disparity; improved; interest; novel; peer; phonology; reading ability; reading difficulties; recruit; response; screening; service intervention; skills; theories

PROJECT SUMMARY Children with a developmental language disorder (DLD) are roughly five times more likely to struggle with reading when they reach school age than a child without language issues. Given the frequent co-occurrence of language and reading disorders, early identification of children with DLD is critical for mitigating long-term risk in reading. This is particularly important for bilinguals (English learners/dual language learners). One in 5 children in the U.S. begins school speaking a language other than English; however, there is a stark shortage of diagnostic screening tools that can be administered with young bilingual children to identify language and possible concomitant reading disorders. The proposed project will develop and pilot a novel sentence repetition task for the differential diagnosis of DLD and/or dyslexia in bilinguals. Sentence repetition taxes both grammatical ability and phonological processing ability—two areas commonly affected in language and reading disorders, respectively. Deficits in sentence repetition performance have been reported among children with DLD (Archibald & Joanisse, 2009), dyslexia (Moll et al., 2015), and concomitant DLD+dyslexia (Bishop et al., 2009). Critically, sentence repetition has also shown high levels of specificity and sensitivity when used to identify disorders in bilingual children (Pratt, Peña, & Bedore, 2020), who are still in the process of developing their grammatical and phonological representations. In year 1, the Principal Investigator will develop an initial set of 48 sentence repetition items in English and Spanish (24 per language) that systematically vary in their inclusion of grammatical and phonological targets. In years 1-2, 150 school-age Spanish-English bilingual children in Southern California will be recruited. Based on clinical referral and children’s performance on reference measures of language and reading ability, participants will be accrued into diagnostic groups: bilinguals with DLD (n=25), bilinguals with dyslexia (n=25), and bilinguals with comorbid DLD+dyslexia (n=25). Bilingual children who do not fit a diagnostic group will serve as typical language and reading controls (expected n=75). The novel sentence repetition task will be administered to all participants. Participants will also complete a brief supplemental battery of phonological processing tasks, to explore linguistic and phonological predictors of performance. Pilot data will guide an iterative process of culling and revising test items. Person-item leaf plots, as well as information function, will examine the distribution of correct responses across diagnostic groups. Concurrent validity will be evaluated by examining the correlations between sentence repetition and the reference measures. Predictive validity will be evaluated in year 3.

项目总结 患有发育性语言障碍(DLD)的儿童患发育性语言障碍的可能性大约高出五倍 当他们到了上学的年龄时阅读比一个没有语言问题的孩子要好。鉴于经常同时出现的 在语言和阅读障碍方面，及早发现患有DLD的儿童对于降低长期风险至关重要 在阅读中。这对双语者(英语学习者/双语学习者)尤其重要。每五个人中就有一个 美国的孩子们一开始就会说英语以外的语言；然而，英语严重短缺 可用于年幼双语儿童的诊断筛查工具，以识别语言和 可能伴随的阅读障碍。拟议的项目将开发和试验一种新的句子重复 双语者的DLD和/或阅读障碍的鉴别诊断任务。句子重复征税 语法能力和语音加工能力--语言和阅读中常见的两个方面 分别是精神障碍。据报道，患有多发性硬化症的儿童在复述句子方面存在缺陷。 DLD(阿奇博尔德和Joanisse，2009)，阅读障碍(Moll等人，2015)，以及伴随的DLD+阅读障碍(Bishop等人， 2009年)。关键的是，句子重复也显示出高度的特异性和敏感度 识别双语儿童的障碍(Pratt，Peña和Bedore，2020)，他们仍处于发展过程中 它们的语法和语音表示法。在第一年，首席调查员将制定一份初步的 一套48个英语和西班牙语的句子重复项目(每种语言24个)，系统地在他们的 包括语法和语音目标。在1-2年级，150名学龄儿童使用西班牙语和英语双语 南加州的儿童将被招募。根据临床转诊和儿童在 语言和阅读能力的参考测量，参与者将被累积到诊断小组： 双语者合并DLD(n=25)，双语者伴阅读障碍(n=25)，双语者合并DLD+阅读障碍(n=25)。 不符合诊断组的双语儿童将作为典型的语言和阅读控制 (预期n=75)。这项新的句子复述任务将对所有参与者进行。参与者将 还要完成一组简短的语音处理任务，以探索语言和 音系学的性能预测因子。试点数据将指导筛选和修订测试的迭代过程 物品。人-项叶图以及信息功能将检查正确答案的分布 跨诊断组。同时效度将通过检查以下各项之间的相关性来评估 句子重复与指称措施。预测效度将在第三年进行评估。