Building a Vocabulary: Lexical-semantic Development in Latino Children with Early Language Delay

7.项目摘要/摘要 美国的西班牙语学习者是儿童中增长最快的群体，但这项研究 在语言滞后的情况下，缺乏支持他们早期口语发展的基础。为了满足这一点 已确定的研究差距，拟议的总体目标是审查(A)双重-- 语言学习(DLL)状况和(B)护理者输入和互动词汇-语义发展 有语言障碍的儿童。因此，拟议的研究试图提供一个详细和纵向的模型 在美国学习西班牙语的儿童的词汇-语义发育情况，这些儿童早期有语言延迟并处于危险之中 对于语言障碍。中心假设是，一种多维和精确的方法来 结合动态链接库状态和语言延迟的词汇-语义增长评估将是一个更好的模型 而预测语言产出的指标则是被广泛使用的词汇大小的单一衡量标准。此外，它还 假设高质量和高数量的照顾者语言输入将预测更强的儿童结果 在词汇语义增长的所有多维测量中。目标1采用多维方法，通过 试图证明词汇-语义广度、通达和组织对词汇的预测性有效性 有语言延迟的西班牙语学习者随着时间的推移习得。目的2研究双因素对环境的影响。 语言暴露对词汇-语义发展的影响。目标3评估照顾者的语言输入和 在支持词汇-语义增长和最终语言结果方面的相互作用。为了实现这些目标， 学习西班牙语的拉丁裔儿童和他们的照顾者将在一段众所周知的时期内进行纵向研究 在蹒跚学步的时候快速习得词汇。词汇-语义发展的评估将使用新的 旨在捕捉几个维度之间的动态交互的行为任务(即，词汇- 语义广度、组织和访问)，共同支持单词学习。此方法表示一种 对该领域的重大和有意义的贡献，因为它满足了描述具体的 双语接触学习障碍儿童的词汇-语义发育缺陷重要的是，这项研究 考察了护理者语言输入支持词汇-语义增长预测的机制 早期延迟学习西班牙语的拉丁裔幼儿的口语结果。建议的工作是 创新，因为它代表着跨学科和实质性地背离现状：(A) 提供对学习障碍儿童词汇-语义发展的多维理解，(B)检查 在美国的西班牙语学习者连续接触两种语言，以及(C)研究照顾者的输入 促进词汇语义习得的因素。

7. Project Summary/Abstract Spanish learners in the United States (US) are the fastest growing group among children, yet the research base to support their early oral language development in the face of language delay is lacking. To meet this identified research gap, the proposed overall objectives are to examine the specific influence of (a) dual- language learning (DLL) status and (b) caregiver input and interactions lexical-semantic development in children with language delay. Thus, the proposed study seeks to provide a detailed and longitudinal model of lexical-semantic growth in Spanish-learning children in the US who have early language delays and are at risk for language impairment. The central hypothesis is that a multidimensional and precise approach to the assessment of lexical-semantic growth that incorporates DLL status and language delay will be a better model and predictor of later language production than is the widely used single measure of vocabulary size. Further, it is hypothesized that high quality and quantity caregiver language input will predict stronger child outcomes across all multidimensional measures of lexical-semantic growth. Aim 1 takes a multidimensional approach by seeking to document the predictive validity of lexical-semantic breadth, access, and organization on vocabulary acquisition over time in Spanish learners with language delays. Aim 2 investigates the influence of dual- language exposure on lexical-semantic development. Aim 3 assesses the role of caregiver language input and interactions in supporting lexical-semantic growth and ultimately language outcomes. To meet these aims, Spanish-learning Latino children and their caregivers will be studied longitudinally across a well-known period of rapid lexical acquisition in toddlerhood. Lexical-semantic development will be assessed using novel behavioral tasks designed to capture the dynamic interaction between several dimensions (i.e., lexical- semantic breadth, organization, and access) that together support word learning. This approach represents a significant and meaningful contribution to the field because it meets a critical need to describe the specific deficits in lexical-semantic growth for children with LD with dual-language exposure. Importantly, the study examines the mechanism by which caregiver language input supports lexical-semantic growth in predicting later oral language outcomes in Latino Spanish-learning toddlers with early delays. The proposed work is innovative because it represents an interdisciplinary and substantive departure from the status quo by (a) providing a multidimensional understanding of lexical-semantic growth in children with LD, (b) examining Spanish learners in the US along a continuum of dual-language exposure, and (c) studying the caregiver input factors that promote lexical-semantic acquisition.