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: 6241002
• 负责人: DOROTHY M ARAM
• 金额: $ 46.42万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-04-01 至 1998-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6241002
• 关键词: behavioral /social science research tag; 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.

这项建议的目的是研究出现不同的 高危幼儿园年龄段儿童的阅读障碍类型， 包括有早期语言障碍的儿童和 社会弱势环境。 我们对健康的看法是 构思，包括认知和神经语言学的发展， 孩子，特别是因为它涉及到随后的学业成绩。 许多研究假设，有口头语言的学龄前儿童 这些障碍有发展为阅读障碍的风险。 不幸的是，这些研究不是结论性的，因为未能 解决（a）学龄前语言障碍和阅读的类型 （B）语言障碍定义的多样性， 阅读障碍;及（c）过分依赖任意排除的 标准，特别是社会弱势。 此外，更 需要有关阅读相关的增长和发展的信息 语言技能（即，语音意识）的儿童语言 紊乱 为了解决这些问题，我们建议确定160名5至6岁的儿童， 处于社会劣势和社会优势的儿童（N=80） （N=80）。 在每个较大的队列中，儿童将被分配到 语言能力分为4组（N=20）：1）非语言障碍组（NLI）; 2)语音意识受损（仅PA）; 3）表达能力受损 句法（E）; 4）句法理解（SC）受损。 每个孩子 将每6个月随访一次，持续3年，以测量小 一套与阅读相关的技能，届时他们将获得一个电池 心理语言学和神经心理学的测试， 接受一系列心理语言学和神经心理学测试， 是阅读障碍分类的基础， 计划项目（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 后阅读障碍; 2）社会弱势对儿童阅读障碍的影响 语言和阅读障碍的发展; 3） 从成长的角度来看语音意识技能;和4）有效性 语言障碍儿童的差异定义。