EMERGENCE OF READING DISABILITY IN CHILDREN WITH EARLY LANGUAGE IMPAIRMENTS

早期语言障碍儿童出现阅读障碍

• 批准号: 5212628
• 负责人: DOROTHY M ARAM
• 金额: --
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/5212628
• 关键词: educationally disadvantaged; human subject; intelligence; language disorders; learning disorders; longitudinal human study; preschool child (1-5); psycholinguistics; reading disorder; socioeconomics; statistics /biometry

The objective of this proposal is to study the emergence of different types of reading disabilities in high risk-kindergarten-aged children, including children with early language impairments and children from socially disadvantaged environments. Our view of health is broadly conceived and includes the cognitive and neurolinguistic development of children, especially as it relates to subsequent scholastic performance. Many studies have hypothesized that preschool children with oral language disorders are at risk for the development of reading disabilities. Unfortunately, these studies are not conclusive because of failure to address (a) types of preschool language disorders and reading disabilities; (b) variability in definitions of language impairment and reading disability; and (c) excessive reliance on arbitrary exclusionary criteria, particularly social disadvantage. In addition, more information is needed on the growth and development of reading-related language skills (i.e., phonological awareness) in children with language disorders. To address these issues, we propose to identify 160 5-to 6-year-old children who are socially disadvantage (N=80) and socially advantage (N=80). Within each of these larger cohorts, children will be allocated to 4 groups (N=20) of language ability: 1) non-language-impaired (NLI); 2) impaired in phonological awareness (PA only); 3) impaired expressive syntax (E); and 4) impaired in syntactic comprehension (SC). Each child will be followed every 6 months for 3 years to measure growth of a small set of reading-related skills, at which time they will receive a battery of psycholinguistics and neuropsychological tests which time they will receive a battery of psycholinguistics and neuropsychological tests which is the basis of a classification of reading disorders developed by this Program Project (see Project I). Completion of this project will address four specific aims: 1) relationship of early language impairment and later reading disability; 2) influence of social disadvantage on the development of language and reading disabilities; 3) development of phonological awareness skills from a growth perspective; and 4) validity of discrepancy definitions of language impaired children.

该提案的目的是研究不同的出现 高风险幼儿园年龄儿童的阅读障碍类型， 包括有早期语言障碍的儿童和来自 社会弱势环境。 我们对健康的看法是广泛的 构思并包括认知和神经语言的发展 儿童，特别是因为它与随后的学业表现有关。 许多研究假设学龄前儿童的口语能力 疾病有导致阅读障碍的风险。 不幸的是，这些研究并没有得出结论，因为未能 解决 (a) 学前语言障碍和阅读的类型 残疾； (b) 语言障碍的定义存在差异； 阅读障碍； (c) 过度依赖任意排除 标准，特别是社会劣势。 此外，更多 需要有关阅读相关的成长和发展的信息 有语言能力的儿童的语言技能（即语音意识） 失调。 为了解决这些问题，我们建议确定 160 名 5 至 6 岁儿童 处于社会劣势的儿童 (N=80) 和处于社会优势的儿童 （N=80）。 在每个较大的队列中，儿童将被分配 语言能力分为 4 组（N=20）：1）非语言障碍（NLI）； 2) 语音意识受损（仅限 PA）； 3）表达能力受损 语法（E）； 4）句法理解（SC）受损。 每个孩子 将在 3 年内每 6 个月进行一次跟踪，以衡量一个小 一套与阅读相关的技能，此时他们将收到电池 心理语言学和神经心理学测试的时间 接受一系列心理语言学和神经心理学测试 是本研究开发的阅读障碍分类的基础 计划项目（参见项目 I）。 该项目的完成将解决 四个具体目标：1）早期语言障碍与 后期阅读障碍； 2）社会劣势对 语言和阅读障碍的发展； 3）开发 从成长的角度来看语音意识技能； 4) 有效性 语言障碍儿童的差异定义。