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

建立词汇：早期语言发育迟缓的拉丁裔儿童的词汇语义发展

• 批准号: 10594446
• 负责人: Stephanie De Anda
• 金额: $ 19.61万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10594446
• 关键词: Academic achievement; Area; Behavior assessment; Behavioral; Caregivers; Censuses; Child; Clinical assessments; Development; Dimensions; Early identification; Environment; Future; Goals; Growth; Intervention; Language; Language Delays; Language Development; Latino; Latino Population; Learning; Longitudinal Studies; Measures; Mental Health; Mentorship; Modeling; National Institute on Deafness and Other Communication Disorders; Nature; Nursery Schools; Occupations; Oral; Outcome; Outcome Study; Population; Population Intervention; Practice Guidelines; Production; Public Health; Research; Research Personnel; Risk; Risk Marker; Role; Schools; Semantics; Systems Theory; Time; Toddler; Training; United States; United States National Institutes of Health; Vocabulary; Work; base; bilingualism; career; caregiving; design; dynamic system; experience; health disparity; innovation; language impairment; language outcome; lexical; meetings; novel; patient oriented; patient oriented research; reading difficulties; social skills; theories; word learning; young adult

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.

7.项目总结/摘要 美国的西班牙语学习者是儿童中增长最快的群体，然而， 在语言发育迟缓的情况下，缺乏支持他们早期口语发展的基础。满足这一 确定的研究差距，拟议的总体目标是审查（一）双重的具体影响， 语言学习（DLL）状态和（B）护理人员输入和交互词汇语义发展 语言发育迟缓的儿童因此，拟议的研究旨在提供一个详细的纵向模型， 在美国学习西班牙语的儿童中，有早期语言延迟和风险的词汇语义增长 语言障碍中心假设是，一个多维度和精确的方法， 结合DLL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 而不是广泛使用的词汇量的单一衡量标准。此外，它 假设高质量和数量的照顾者语言输入将预测更强的儿童结果 在所有词汇语义增长的多维测量中。目标1采取多层面的方法， 试图证明词汇语义广度、通达性和组织性对词汇的预测有效性 随着时间的推移，西班牙语学习者的习得会出现语言延迟。目的2研究双- 语言暴露对词汇语义发展的影响。目标3评估照顾者语言输入的作用， 支持词汇语义增长和最终语言结果的相互作用。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个众所周知的时期进行纵向研究 在幼儿时期快速习得词汇的能力。词汇语义发展将使用新的 被设计为捕获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。这种方法代表了一种 对该领域的重大和有意义的贡献，因为它满足了描述具体 双语环境下学习困难儿童的词汇语义发育缺陷。重要的是，这项研究 探讨了照顾者语言输入支持词汇语义增长的机制， 早期延迟的拉丁裔西班牙语学习幼儿的后期口语结果。拟议的工作是 创新，因为它代表了一个跨学科的和实质性的脱离现状， 提供对LD儿童的词汇-语义增长的多维理解，（B）检查 西班牙语学习者在美国沿着一个连续的双语接触，和（c）研究照顾者的输入 促进词汇语义习得的因素。