Orthography and phonology in word learning as a predictor of dyslexia in children with language impairment

项目摘要 在接受特殊教育的人口中，有语言障碍的儿童占近20 服务（Tomblin等人，1997年），并且有阅读障碍的可能性是同龄人的六倍， 典型的语言发展（Stoeckel等人，2013年）。然而，大多数LI儿童的阅读能力较差， 理解（Catts等人，2002年），不到一半的人有很差的单词阅读能力，与之相称的是， 阅读障碍（Catts，Adlof，Hogan，& Weismer，2005）。在两项大规模的研究中阅读 在LI儿童的结果中，无法确定可靠区分幼儿园儿童与 在第二阶段，我将继续有良好的文字阅读能力，而那些将继续有阅读障碍的人， 等级及以上（Catts等人，2005; Bishop等人，2009年）。无法区分未来的单词阅读 LI幼儿的结果对有效治疗造成了严重障碍， 最佳利用有限的治疗时间，以满足个别儿童的需要。 当代典型的阅读发展模式的核心是正字法与非正字法之间的相互关系。 处理（字母和字母模式）和语音处理（声音和声音模式）。在这些 早期的语音处理巩固了字母原则的习得（字母代表 语音）和随后的单词阅读，反过来，正字法知识影响语音处理 （Share，1995;齐格勒& Ferrand，1998）。因此，正字法和语音加工是相关的 在新兴的典型阅读者中并继续与增加的单词阅读能力一起发展（Hogan， Catts，& Little，2005;瓦格纳等人，1997年）。然而，当代模型无法解释为什么超过一半的人 的LI儿童发展出良好的单词阅读技能，尽管早期的语音处理能力较弱（Catts， Adlof，Hogan，& Weismer，2005）.尽管它对典型的阅读发展有重要意义， 在对LI儿童的研究中，加工在很大程度上被忽视了。我们引人注目的试点数据是 我们的假设的基础是：a）最初弱的语音处理是由 B）这些早期的正字法优势将预测谁 在患有LI的幼儿中，将继续具有良好的文字阅读能力，而那些将继续 有阅读障碍 我们的具体目标是：1）确定接触正字法对获得新的 语言障碍儿童在单词学习过程中的正字法和语音形式及其随时间的变化 2）描述儿童的正字法和语音加工特征， 从幼儿园到二年级的LI儿童及其典型发育的同龄人;以及3）确定 儿童正字法加工、语音加工和文字阅读发展的预测因子 与LI和他们的典型发展同龄人。我们的目标是填补一个理论空白，其中正交处理 在涉及LI儿童的阅读和单词学习研究中被忽视，他们解决了 方法的局限性，否定了语音和语言之间的相互作用的结论性发现， 正交处理 我们严格的方法结合了纵向研究和精心控制的实验工作。的 这个项目的创新包括我们使用一种新颖的，动态的单词学习范式， 语音和正字法知识和学习在一个单一的任务。我们的发现将具有广泛的临床意义 和理论的影响，有助于我们的长期目标a）创造更精确的工具， 识别LI儿童的阅读障碍; B）揭示LI儿童阅读障碍的理论机制。 正字法处理、语音处理和单词阅读的相关发展;以及c） 量化正字法和语音学习概况，为个性化阅读干预提供信息。

PROJECT SUMMARY Children with language impairment (LI) comprise nearly 20% of the population receiving special education services (Tomblin et al., 1997) and are six times more likely to have a reading impairment than their peers with typical language development (Stoeckel et al., 2013). Whereas most children with LI have poor reading comprehension (Catts et al., 2002), fewer than half have poor word-reading abilities, commensurate with dyslexia (Catts, Adlof, Hogan, & Weismer, 2005). In two large-scale studies that examined longitudinal reading outcomes in children with LI, factors could not be identified that reliably distinguished kindergarten children with LI who would go on to have good word reading abilities versus those who would go on to have dyslexia in 2nd grade and beyond (Catts et al., 2005; Bishop et al., 2009). The inability to distinguish future word-reading outcomes for young children with LI creates a critical barrier to efficacious treatment and prohibits optimal use of limited therapy time to address individual children's needs. Contemporary models of typical reading development center on a reciprocal relation between orthographic processing (letters and letter patterns) and phonological processing (sounds and sound patterns). In these models, early phonological processing underpins acquisition of the alphabetic principle (that letters represent sounds) and subsequent word reading, and in turn, orthographic knowledge impacts phonological processing (Share, 1995; Ziegler & Ferrand, 1998). Accordingly, orthographic and phonological processing are correlated in emerging typical readers and continue to develop in tandem with increasing word reading abilities (Hogan, Catts, & Little, 2005; Wagner et al., 1997). However, contemporary models cannot explain why more than half of children with LI develop good word reading skills despite early phonological processing weakness (Catts, Adlof, Hogan, & Weismer, 2005). Despite its significance to typical reading development, orthographic processing has largely been ignored in studies of children with LI. Our compelling pilot data are the foundation for our hypotheses that: a) initially weak phonological processing is compensated for by orthographic strengths in children with LI, and b) these early orthographic strengths will predict who among young children with LI will go onto have good word reading versus those who will go on to have dyslexia. Our specific aims are: 1) to determine the impact of exposure to orthography on the acquisition of new orthographic and phonological forms during word learning and how this changes over time in children with LI and their typically developing peers; 2) to characterize profiles of orthographic and phonological processing in children with LI and their typically developing peers from kindergarten to 2nd grade; and 3) to determine predictors of development in orthographic processing, phonological processing, and word reading in children with LI and their typically developing peers. Our aims fill a theoretical gap in which orthographic processing has been overlooked in reading and word learning studies involving children with LI, and they address methodological limitations that have negated conclusive findings on the reciprocity between phonological and orthographic processing. Our rigorous approach combines longitudinal research with carefully controlled experimental work. The innovation of this project includes our use of a novel, dynamic word learning paradigm, which captures phonological and orthographic knowledge and learning in a single task. Our findings will have broad clinical and theoretical impact by contributing to our long-term goals a) to create more precise tools for early identification of reading impairments in children with LI; b) to reveal theory-based mechanisms for the interrelated development of orthographic processing, phonological processing, and word reading; and c) to quantify orthographic and phonological learning profiles to inform individualized reading interventions.