Clinical markers of DLD in bilingual and monolingual Vietnamese children

项目总结 发育性语言障碍(DLD：7%的患病率)，定义为低语言，尽管其他方面正常 发展，使儿童面临更大的阅读问题风险和较低的职业素养。是存在的 在识别DLD方面存在基于语言的差异。双语儿童更有可能对DLD认同过多或认同不足(Samson&Lesaux，2009)：认同不足延迟了干预的机会，而认同过度则挪用了本已稀缺的资源。在DLD识别过程中尤其具有挑战性 许多双语者都在把英语作为第二语言学习的初学阶段。 评估儿童的第一语言大大提高了诊断的准确性。拟议的项目重点是 关于越南语，这是一种未被研究但广泛使用的语言(美国有150万人，全球有1亿人)。 越南语与英语截然不同：在对比语言中寻找共同的临床标志物 有助于从理论上解释这种疾病的潜在机制。我们的研究团队拥有 在越南寻找DLD的临床标记物的专业知识和本地及全球合作伙伴关系。我们有 年，越南建立了DLD的多方法分类系统，开创了DLD研究的先河 并通过测量从幼儿园到二年级的语言阅读发展。在美国，我们已经定义了越南双语者在早期学校的典型发展(TD)参数 好几年了。这项拟议的研究将在美国招募4-6岁说越南语的儿童(双语 TD=100，DLD=25)和越南(单语TD=160，DLD=40)。中心假设：有越南人 临床标记物将在个体水平上确认DLD的存在或不存在，无论儿童是否 单独学习越南语或与英语结合学习。目标1确定了诊断的准确性 越南语单语者的非单词重复和句子重复。我们扩展了我们先前在这些方面的工作 较小年龄(包括4岁)和较大DLD样本的任务。目标2系统地比较四组 按年龄、性别和母亲匹配的双语者(TD，DLD)和单语者(TD，DLD)(n=80，20/组) 教育，以掌握可作为越南语DLD语法标记的新兴技能。目标3 计算所有临床标记的诊断准确性-语法(准确性、多样性、生产率)、句子 重复和非单词重复--双语者(n=125)、单语者(n=200)和合并总样本 (n=325)，这将是对诊断准确性的最严格测试。影响：该项目将有助于 改变临床语言评估程序，以服务于我们日益多样化的社会。生产的工具 该项目将提高美国和世界各地说越南语的儿童的诊断准确率， 尤其是在美国说越南语的孩子，他们开始上学时英语水平很低，例如 准确的辨认在很大程度上依赖于母语技能。本研究可为其他研究提供借鉴 在美国，有650万人说亚洲语调语言，其中包括越南语。

PROJECT SUMMARY Developmental language disorder (DLD: 7% prevalence), defined by low language despite otherwise normal development, puts children at greater risk for reading problems and lower vocational attainment. There exist language-based disparities in the identification of DLD. Bilingual children are more likely over- or under-identified with DLD (Samson & Lesaux, 2009): Under-identification delays access to intervention, while over-identification misappropriates already scarce resources. DLD identification is particularly challenging during the initial school years, when many bilinguals are in the processing of learning English as a second language. Assessing children’s first language substantially improves diagnostic accuracy. The proposed project focuses on Vietnamese, an understudied yet widely spoken language (1.5 million in the US, 100 million worldwide). Vietnamese is highly distinct from English: Finding common clinical markers across contrastive languages contributes to theoretical accounts of underlying mechanisms of the disorder. Our research team has the expertise and local and global partnerships to search for clinical markers of DLD in Vietnamese. We have pioneered the study of DLD in Vietnam by establishing a multi-method classification system for DLD in kindergarten and by measuring language-reading development from kindergarten through second grade. In the US, we have defined parameters for typical development (TD) in Vietnamese bilinguals in the early school years. The proposed study will recruit Vietnamese-speaking children, ages 4-6 years, in the US (bilingual TD=100, DLD=25) and Vietnam (monolingual TD=160, DLD=40). Central hypothesis: There are Vietnamese clinical markers that will confirm the presence or absence of DLD at the individual level, whether children are learning Vietnamese alone or in combination with English. Aim 1 establishes the diagnostic accuracy of nonword repetition and sentence repetition for Vietnamese monolinguals. We extend our prior work on these tasks to a younger age (include 4yo) and a larger DLD sample. Aim 2 systematically compares four groups (N=80, 20/group) of bilinguals (TD, DLD) and monolinguals (TD, DLD) matched by age, gender, and maternal education, to capture emerging skills that can serve as grammatical markers of Vietnamese DLD. Aim 3 calculates the diagnostic accuracy of all clinical markers - grammar (accuracy, diversity, productivity), sentence repetition, and nonword repetition- for bilinguals (n=125), monolinguals (n=200), and combined total sample (N=325), which will serve as the most rigorous test of diagnostic accuracy. Impact: This project will help to transform clinical language assessment procedures to serve our increasingly diverse society. Tools produced from this project will improve diagnostic accuracy for Vietnamese-speaking children in the US and worldwide, particularly Vietnamese-speaking children in the US who start school with minimal English proficiency, for whom accurate identification heavily relies on first language skills. This study can serve as a model for other Asian tonal languages that in combination with Vietnamese comprise 6.5 million speakers in the US.