The lexicon and phoneme awareness

词典和音素意识

• 批准号: 7644197
• 负责人: TIFFANY P HOGAN
• 金额: $ 14.36万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7644197
• 关键词: Awareness; Child; Development; Dyslexia; Early Diagnosis; Early identification; Economics; Goals; Impairment; Intervention; Knowledge; Language; Learning; Link; Modeling; Quality of life; Reading; Reading Disabilities; Relative (related person); Research; Research Project Grants; Risk; Theoretical model; Treatment Efficacy; Work; early awareness; improved; insight; lexical; phonology; skills; stem; theories

DESCRIPTION (provided by applicant): Although most children learn to read with relative ease, others have great difficulty. Early reading problems often have a negative impact on later academic and economic advancement, and potentially may reduce quality of life. Research indicates that deficits in phoneme awareness underlie most early reading difficulties. However, little is known of the critical language skills contributing to typical and atypical development of phoneme awareness. Three studies are proposed to investigate sublexical and lexical influences on a phoneme awareness task administered to typically developing children and those with dyslexia. The long-term goal of this line of inquiry is to elucidate language skills underpinning typical and atypical phoneme awareness development and, in turn, improve early identification and intervention for children at risk for reading disabilities. The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment. Relevance: The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment.

描述（由申请人提供）：虽然大多数孩子学习阅读相对容易，但有些孩子却有很大的困难。早期的阅读问题通常会对以后的学业和经济发展产生负面影响，并可能降低生活质量。研究表明，音素意识的缺陷是大多数早期阅读困难的根源。然而，人们对典型和非典型音素意识发展的关键语言技能知之甚少。三个研究提出了亚词汇和词汇对音素意识任务的影响，这些任务被分配给正常发展的儿童和有阅读障碍的儿童。这项研究的长期目标是阐明典型和非典型音素意识发展的语言技能，进而提高对有阅读障碍风险的儿童的早期识别和干预。这项研究的长期目标是确定获得音素意识所需的关键语言技能，并反过来利用这些知识来提高对有阅读障碍风险的儿童的早期识别和干预。