Multiple Linguistic Influences on Literacy in Children with Language Impairment

描述（由申请人提供）：语言技能，例如形成、存储和访问记忆中书面单词的完整心理图形表征的能力（初始拼写知识获取）以及操纵和组合能够承载意义的最小语言单位（形态意识）的能力，可能对语言障碍儿童（LI）的早期识字成功做出显着而独特的贡献。这些技能已被证明对典型儿童的识字成功具有独特且显着的预测作用（Apel、Wolter 和 Masterson；2006 年；Deacon 和 Kirby；Hammill，2004 年；Wolter、Wood 和 D'zatko，2009 年）。最近发现，最初的拼写知识获取与 LI 儿童的识字成功有关（Wolter & Apel，2010；Wolter，Self，& Apel，2011），荟萃分析的结果证明，对于提高阅读、学习或语言障碍儿童的识字能力非常重要（Goodwin & Ahn，2010）。本研究的具体目的是确定： 1) 患有或不患有 LI 的儿童是否早在幼儿园第二学期就表现出了拼写知识和/或形态意识的使用； 2）幼儿园LI儿童与典型语言（TL）儿童在获得初始拼写知识和形态意识方面的潜在差异； 3) 最初的拼写知识获取和形态意识是否对幼儿园和一年级的 LI 儿童和 TL 儿童的阅读和拼写能力有独特的影响。本研究将招募 100 名幼儿园儿童（50 名 LI，50 名 TL）。 LI 身份将通过语言测试确认，TL 儿童将按年级进行匹配。将管理由 PI 及其同事开发和发布的拼写知识测量（Wolter & Apel，2010），以及由 PI 改编和发布的两项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。这些措施将首先在幼儿园第二学期实施，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，以确定具有 LI 的儿童是否具有拼写知识和/或形态意识，在这些语言测量方面的表现是否与 TL 的儿童有显着差异，以及这些语言技能是否对识字能力产生了独特的差异。如果发现这些技能在 LI 儿童中不太强大，并且无法唯一预测识字成功，那么这些发现可能会导致针对 LI 儿童采取更全面的早期预测识字筛查措施。识字筛查有助于识别与 LI 相关的特定识字缺陷，可能有助于将儿童安排在适当的早期补救计划中，旨在最大限度地减少或消除已识别缺陷的影响。

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.