Phonology and Literacy in Early Bilinguals

早期双语者的音韵学和读写能力

• 批准号: 7192479
• 负责人: D. KIMBROUGH OLLER
• 金额: $ 43.49万
• 依托单位: UNIVERSITY OF MEMPHIS
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-05-16 至 2010-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7192479
• 关键词: Accounting; Acoustics; Address; Awareness; Child; Communication impairment; Complex; Development; Discrimination; Elements; Evaluation; Foundations; Genetic Transcription; Hispanic Americans; Hispanics; Instruction; Knowledge; Language; Learning; Length; Maps; Measures; Methodology; Names; Noise; Orthography; Outcome; Pathway interactions; Perception; Performance; Phonetics; Play; Process; Production; Publishing; Reading; Reading Disabilities; Research; Research Personnel; Role; Speech; Stimulus; System; Time; Training; Translating; Translations; Ursidae Family; Variant; Work; base; design; expectation; experience; literacy; oral communication; phonology; pressure; prevent; rapid growth; research study; skills; theories

DESCRIPTION (provided by applicant): Difficulties in learning to read in English for Hispanic-American children with limited English proficiency have led to much research to clarify basic learning processes in bilinguals, to develop appropriate assessments, and to prevent or ameliorate communication disorders or reading disabilities in bilinguals. While there is widespread speculation that training in phonological awareness (especially in Spanish) could be helpful for the bilingual child in reading, there has been no experimental comparison of training options. The proposed project would provide a random assignment experiment on effects of phonological awareness/phonics training in English or Spanish. Further, there is much that remains to be learned about the role of basic phonological knowledge and skills in learning to read, and this is especially true in the case of bilingual children. Published efforts on the role of phonology in learning to read have not addressed basic phonological knowledge directly, but rather have assessed performance on a set of metaphonological tasks of phonological awareness, tasks that presume the existence of basic phonological capabilities of production and perception. The lack of direct research to date on the relationship between basic phonological capabilities and both phonological awareness and reading represents a remarkable gap. The gap is of particular significance in the case of early L2 learners, because such children clearly have to establish a new L2 phonological system of phonemic elements and allophonic variations of them for oral communication. In this way they provide a foundation for acquiring phonological awareness and phonics for L2. But this basic phonological foundation has never been studied in the context of research on how bilingual children learn to read. The proposed project will address the foundations of phonological awareness in bilingual children by studying basic phonological production capability directly, presenting children with difficult production tasks in both languages and assessing production in terms of phonological similarity and markedness at the level of allophonic detail both with fine transcription and acoustic analysis. Basic phonological skills in production and perception will be related to phonological awareness and reading in bilingual children in the context of a short-term longitudinal effort (K-2nd grade).

描述（由申请人提供）：英语水平有限的西班牙裔美国儿童学习英语阅读的困难导致了大量研究，以澄清双语者的基本学习过程，制定适当的评估，并预防或改善双语者的沟通障碍或阅读障碍。虽然人们普遍认为语音意识（特别是西班牙语）的训练对双语儿童的阅读有帮助，但还没有对训练方案进行实验比较。本研究将提供一个随机分配实验，以探讨英语或西班牙语语音意识/语音训练的效果。此外，关于基本语音知识和技能在学习阅读中的作用，还有很多东西有待了解，这在双语儿童的情况下尤其如此。已发表的努力，在学习阅读的语音学的作用没有直接解决基本的语音知识，而是评估了一组元语音任务的语音意识，任务，假设存在的基本语音能力的生产和感知。迄今为止，缺乏对基本语音能力与语音意识和阅读之间关系的直接研究，这是一个显著的差距。这种差距对早期的二语学习者来说尤其重要，因为这些孩子显然必须建立一个新的二语语音系统，包括音素成分和它们的变音变体，以便进行口语交流。通过这种方式，它们为获得第二语言的语音意识和自然发音提供了基础。但这一基本的语音基础从未在双语儿童如何学习阅读的研究中得到过研究。拟议的项目将通过直接研究基本的语音生产能力来解决双语儿童的语音意识的基础，向儿童提供两种语言的困难生产任务，并通过精细转录和声学分析在音位细节水平上评估语音相似性和标记性。在生产和感知的基本语音技能将涉及到语音意识和阅读在双语儿童的背景下，短期的纵向努力（K-2年级）。