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Early literacy intervention

早期识字干预

基本信息

批准号：
6844302
负责人：
LAURA M JUSTICE
金额：
$ 6.67万
依托单位：
UNIVERSITY OF VIRGINIA
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-01-23 至 2006-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/6844302
关键词：
behavior test behavioral /social science research tag books clinical research cues education evaluation /planning educational psychology human subject language disorders learning disorders mother child interaction phonology preschool child (1-5)psycholinguistics reading reading disorder sociolinguistics

项目摘要

DESCRIPTION (provided by applicant): Preschoolers with primary language impairment (LI) demonstrate delayed attainment of early literacy skills. As a result, these children are at increased risk for later experiencing difficulty with reading achievement. This suggests the need to broaden the focus of preschool language intervention so as to include explicit facilitation of those skills most predictive of later reading success. The objective of the proposed project is to characterize the efficacy of an innovative approach towards early literacy intervention for preschoolers with Ll. Innovative elements include use of mother-child shared storybook reading as the intervention context and the involvement of mothers as intervention agents. Specific aims include: (a) to determine the extent to which embedding early literacy cues into parent-child shared storybook reading interactions influences the early literacy skills of preschoolers with LI, and (b) in the same context, to compare the relative effects of orthographic versus phonological cues. Fifty-five mothers, and their 4-year-old children with LI, will be randomly assigned to one of three conditions (control, orthographic cues, phonological cues) based on a multi-group pretest-posttest research design. Global and discrete measures of early literacy skills will be collected for each child at pre- and posttest. Each dyad will complete a 12-week home-based book reading intervention, in which parents in the two treatment conditions embed orthographic or phonological cues into their shared reading interactions; control group parents will embed cues addressing storybook illustrations. Comparison of the three conditions using children's pre- and posttest scores on the early literacy measures will characterize intervention outcome. Additionally, exploratory analyses will be conducted to determine child characteristics that uniquely predict outcome. Results will contribute to design and implementation of more effective models of preschool language intervention, and will increase understanding of the way in which particular types of input mediate specific areas of early literacy growth.

描述(由申请人提供)：有小学语言障碍(LI)的学龄前儿童表现出早期识字技能的延迟获得。因此，这些孩子以后在阅读方面遇到困难的风险会增加。这表明有必要扩大学龄前语言干预的重点，以便包括对那些最能预测未来阅读成功的技能的明确促进。拟议项目的目标是确定对患有法律障碍的学龄前儿童进行早期扫盲干预的创新方法的有效性。创新要素包括使用母子共享故事书阅读作为干预背景，并让母亲作为干预者参与。具体目标包括：(A)确定在亲子共享故事书阅读互动中嵌入早期识字线索对具有Li的学龄前儿童早期识字技能的影响程度，以及(B)在相同的背景下，比较拼写线索和语音线索的相对效果。55名母亲和她们患有李氏综合症的4岁孩子将被随机分配到三种条件中的一种(对照、拼写提示、语音提示)，这是基于多组前测-后测研究设计。在测试前和测试后，将收集每个孩子早期识字技能的全球和离散测量。每个DYAD将完成为期12周的家庭阅读干预，在两种治疗条件下的父母将拼写或语音线索嵌入到他们共享的阅读互动中；对照组父母将嵌入针对故事书插图的线索。使用儿童早期识字测试前后的分数对这三种情况进行比较将成为干预结果的特征。此外，还将进行探索性分析，以确定唯一预测结果的儿童特征。结果将有助于设计和实施更有效的学龄前语言干预模式，并将增进对特定类型的投入如何调解早期识字增长的特定领域的理解。