Multiple Linguistic Influences on Literacy in Children with Language Impairment

多种语言对语言障碍儿童读写能力的影响

• 批准号: 8458524
• 负责人: Julie A. Wolter
• 金额: $ 13.17万
• 依托单位: UTAH STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2015-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8458524
• 关键词: Awareness; Child; Child Language; Comprehension; Development; Diagnosis; Dyslexia; Educational process of instructing; Failure; Impairment; Intervention; Knowledge; Knowledge acquisition; Language; Language Tests; Lead; Learning; Letters; Linguistics; Measures; Memory; Meta-Analysis; Modeling; Morphology; Orthography; Pattern; Process; Psyche structure; Publishing; Reading; Recruitment Activity; Regression Analysis; Research; Research Personnel; Rice; Risk; Schools; Services; Short-Term Memory; Source; Special Education; Staging; Testing; Theoretical model; Wood material; Writing; base; career; design; experience; first grade; improved; insight; instrument; kindergarten; knowledge base; lexical; literacy; peer; phonology; prevent; programs; response; screening; skills; sound; spelling; success; theories; tool

DESCRIPTION (provided by applicant): The linguistic skills such as the ability to form, store, and access complete mental graphemic representations of written words in memory (initial orthographic knowledge acquisition) and the ability to manipulate and combine the smallest units of language capable of carrying meaning (morphological awareness) may significantly and uniquely contribute to early literacy success for children with language impairment (LI). These skills have been documented to be uniquely and significantly predictive of literacy success in typical children (Apel, Wolter, & Masterson; 2006; Deacon & Kirby; Hammill, 2004; Wolter, Wood, & D'zatko, 2009). Recently initial orthographic knowledge acquisition was found to be associated with literacy success in children with LI (Wolter & Apel, 2010; Wolter, Self, & Apel, 2011) and findings from a meta-analysis proved significantly important in improving the literacy abilities for children with impairments in reading, learning, or language (Goodwin & Ahn, 2010). The specific aims of this research are to determine: 1) whether or not children with and without LI, as early as second semester kindergarten, demonstrate the use of orthographic knowledge and/or morphological awareness; 2) potential differences between kindergarten children with LI and those with typical language (TL) for how they acquire initial orthographic knowledge and morphological awareness; and 3) whether initial orthographic knowledge acquisition and morphological awareness uniquely influence reading and spelling abilities in children with LI and those with TL in kindergarten and first grade. One hundred kindergarten children will be recruited for the proposed study (50 with LI, 50 with TL). LI status will be confirmed with language testing and TL children will be matched by grade. An orthographic knowledge measure developed and published by the PI and colleagues (Wolter & Apel, 2010), and two nonstandardized morphological awareness tasks adapted and published by the PI (e.g., Wolter, Wood, D'zatko, 2009) will be administered. In addition, phonological awareness, reading, spelling, and working memory skills will be assessed. These measures will be initially administered in the second semester of kindergarten and again in the subsequent first-grade school year. Chi Square, ANOVA, correlation, and regression analyses will be conducted to determine whether children with LI evidence orthographic knowledge and/or morphological awareness, perform significantly different on these linguistic measures than children with TL, and whether those linguistic skills contribute unique variance on literacy. If these skills are foud to be less robust in children with LI and uniquely predictive of literacy success, then these findings may lead to a more all-encompassing early predictive literacy screening measure for those children with LI. A literacy screening that helps to identify the specific literacy deficit associated with LI may help with placement of children in the appropriate early remedial programs designed to minimize or eliminate the effects of the identified deficit.

描述（由申请人提供）：语言技能，如形成、存储和访问记忆中书面单词的完整心理字形表征的能力（最初的正字法知识获得），以及操纵和联合收割机组合能够承载意义的最小语言单元的能力（形态意识），可能对语言障碍儿童（LI）的早期识字成功有重要而独特的贡献。这些技能已经被证明是唯一的和显着的预测识字成功的典型儿童（阿佩尔，沃尔特，&马斯特森; 2006;迪肯&柯比; Hammill，2004;沃尔特，伍德，& D 'zatko，2009）。最近，初步的正字法知识的获得被发现与LI儿童的识字成功相关（Wolter & Apel，2010; Wolter，Self，& Apel，2011），并且荟萃分析的结果证明，在提高阅读，学习或语言障碍儿童的识字能力方面非常重要（Goodwin & Ahn，2010）。本研究的具体目的是确定：1）早在幼儿园第二学期，有和没有语言障碍的儿童是否表现出使用正字法知识和/或形态意识的能力; 2）幼儿园语言障碍儿童和典型语言儿童在如何获得最初的正字法知识和形态意识方面的潜在差异; 3）幼儿园和一年级的识字困难儿童和译入语困难儿童的初始正字法知识习得和形态意识是否对阅读和拼写能力有独特的影响。将招募100名幼儿园儿童进行拟议的研究（50名LI，50名TL）。LI状态将通过语言测试进行确认，TL儿童将按年级进行匹配。由PI及其同事开发和发布的正字法知识测量（Wolter & Apel，2010），以及PI改编和发布的两个非标准化形态意识任务（例如，Wolter，Wood，D'zatko，2009）。此外，还将评估语音意识、阅读、拼写和工作记忆技能。这些措施将在幼儿园第二学期开始实施，并在随后的一年级学年再次实施。将进行卡方、方差分析、相关性和回归分析，以确定LI儿童的正字法知识和/或形态意识是否与TL儿童在这些语言测量方面存在显著差异，以及这些语言技能是否对识字产生独特的差异。如果这些技能在LI儿童中不那么强大，并且是唯一预测识字成功的技能，那么这些发现可能会为LI儿童提供一种更全面的早期预测识字筛查措施。有助于识别与LI相关的特定识字缺陷的识字筛查可能有助于将儿童安置在适当的早期补救方案中，以尽量减少或消除所识别缺陷的影响。