Output & Phonological Skills in Bilingual Children

描述（由申请人提供）：该项目的长期目标是确定双语儿童的语音发展与父母和社区的语言（包括学校的教学语言）之间的相互作用。本研究项目的具体目的是调查不同输出水平的西英双语儿童的语音技能，以检验以下假设：(1)语言技能、语言输出频率和语音技能的直接测量之间存在相互作用，因此暴露和使用变量将解释语音准确性的差异；(2)双语儿童和单语儿童的相对语音技能将根据每种语言的输出频率而变化。如果这些假设得到支持，他们表明双语儿童达到与单语儿童相称的语音技能需要一个输出阈值，并且只有特定的接触和使用变量才能预测语音准确性。参与者年龄从4岁；0-5岁；11，将包括150名典型发展的拉丁裔儿童：50名西班牙语-英语双语儿童，50名单语英语儿童和50名单语西班牙语儿童。将抽取英语、西班牙语或两种语言的单个单词和连接的语音样本。为了测量儿童的语音技能，将完成一次独立分析和六次相关分析。统计分析包括(1)Pearson相关性来确定输出频率和语音技能之间的关系，(2)多元回归来检查暴露变量对语音准确性方差的影响程度，以及(3)MANCOVA来检查单语和双语儿童的语音技能。本项目的研究结果将表明：(1)语音技能随着每种语言输出的增加而增加，因此对语言技能和在家输出百分比的直接测量将显著预测语音准确性；(2)语音技能对于一些（但不是全部）双语和单语儿童群体将有显著差异，这取决于输出频率和接触每种语言的时间。该项目还具有临床意义，表明需要根据输出频率和其他接触和使用变量对双语儿童的语音障碍进行区别治疗。

DESCRIPTION (provided by applicant): The long-term objective of this project is to determine the interaction between phonological development in bilingual children and the language of parents and the community (including the language of instruction in schools). The specific aim of this research project is to investigate the phonological skills in Spanish-English bilingual children with varying levels of output to test the hypotheses that: (1) there will be an interaction between direct measures of language skills, frequency of language output and phonological skills such that exposure and use variables will account for the variance on speech sound accuracy and (2) the relative phonological skills of bilingual children and monolingual children will vary according to frequency of output in each language. If these hypotheses are supported, they suggest that there is a threshold of output necessary for bilingual children to achieve commensurate phonological skills with monolingual children and that only certain exposure and use variables will predict speech sound accuracy. Participants, ranging in age from 4;0-5;11, will consist of 150 typically developing, Latino children: 50 Spanish-English bilingual children, 50 monolingual English-speaking children, and 50 monolingual Spanish-speaking children. Single word and connected speech samples in English, Spanish, or in both languages will be elicited. To measure the phonological skills of the children, one independent and six relational analyses will be completed. Statistical analyses include (1) Pearson correlations to determine the relationship between frequency of output and phonological skills, (2) a multiple regression to examine the extent to which exposure variables account for the variance on speech sound accuracy, and (3) a MANCOVA to examine the phonological skills of monolingual and bilingual children. Findings from this project will indicate (1) an increase in phonological skills as output in each language increases such that direct measures of language skill and percentage of output at home will significantly predict speech sound accuracy and (2) phonological skills will be significantly different for some, but not all, groups of bilingual and monolingual children, depending on frequency of output and exposure to each language. The proposed project also has clinical implications, suggesting the need to treat phonological disorders in bilingual children differentially, depending on frequency of output and other exposure and use variables.