The Path to Language and Literacy: A Cross-Linguistic Longitudinal Approach

语言和读写能力之路：跨语言纵向方法

• 批准号: 8489313
• 负责人: MARGARET J FRIEND
• 金额: $ 44.78万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2016-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8489313
• 关键词: Address; Age-Months; Attention; Child; Cognitive; Comprehension; Computers; Data; Development; Early identification; English Language; Home visitation; House Call; Individual Differences; Infant; Intervention; Language; Language Delays; Language Development Disorders; Life; Linguistics; Literature; Measurement; Measures; Methodology; Office Visits; Outcome; Parents; Population; Primary Health Care; Procedures; Production; Provider; Psychometrics; Readiness; Recruitment Activity; Reporting; Research; Risk; Schools; Scientist; Structure; Testing; Time; Touch sensation; Vocabulary; autism spectrum disorder; base; computerized; executive function; kindergarten; literacy; new technology; portability; psychologic; skills; specific language impairment

DESCRIPTION (provided by applicant): Understanding the developmental path to early literacy, which is dependent upon earlier developing language comprehension and production and the activities that support it, is a priority in psychological and educational research. This is consistent with a long-standing focus on identifying those children at greatest risk for language delay early in development. These children are also at risk for difficulties in school. Children with deficits in both comprehension and production are at the greatest risk such that identifying children on the basis of production only results in an under-identification of those most in need of intervention. Language comprehension is central to the development of productive language, literacy, and general cognitive skills but has received limited attention due in part to the difficulty of assessing comprehension early in development. Two primary difficulties limit the measurement of early comprehension: infant distractibility and the portability or ease of test administration in settings outside the lab. A methodology is needed to assess early language comprehension and predict subsequent language and literacy. It must be easily administered by primary care providers and have utility across languages and monolingual and bilingual populations. We propose to address the issues of attention and portability by assessing the long-term predictive validity of the Computerized Comprehension Task. The CCT recruits infant attention to permit direct assessments of vocabulary comprehension in the second year of life. Because the procedure takes only 10 minutes to administer and can be self-contained on any computer with a touch sensitive screen, assessment can be made widely available as part of routine home or office visits. The present studies seek to evaluate the efficacy of the CCT to assess early comprehension across language groups (French, English, Spanish monolinguals and French-English and Spanish- English bilinguals) and to predict developmental outcomes over time including early literacy and school-readiness as children approach kindergarten. This cross-linguistic, longitudinal research will yield a rich picture of the transitions from comprehension to production and from production to early literacy. It will extend a new technology to address the pressing need to identify children at risk for language and literacy difficulties early in development and may facilitate the early identification of children at risk for developmental language disorders such as Specific Language Impairment or Autism Spectrum Disorder.

描述（由申请人提供）：了解早期读写能力的发展路径，这取决于早期发展的语言理解和生产以及支持它的活动，是心理学和教育研究的重点。长期以来，人们一直关注在发育早期识别那些语言迟缓风险最大的儿童，这与此是一致的。这些孩子也有在学校遇到困难的风险。理解和表达能力都有缺陷的儿童面临的风险最大，因此根据表达能力来识别儿童只会导致对最需要干预的儿童的识别不足。语言理解对生产性语言、读写能力和一般认知技能的发展至关重要，但由于在发展早期评估理解能力的困难，语言理解受到的关注有限。两个主要的困难限制了早期理解的测量：婴儿的注意力不集中，以及在实验室以外的环境中测试管理的可移植性或易用性。需要一种方法来评估早期的语言理解能力并预测随后的语言和读写能力。它必须易于由初级保健提供者管理，并具有跨语言、单语和双语人群的实用性。我们建议通过评估计算机理解任务的长期预测有效性来解决注意力和可移植性问题。有条件条件下的训练可以吸引婴儿的注意力，以便在婴儿出生后的第二年直接评估他们的词汇理解能力。由于这个过程只需要10分钟的时间，并且可以在任何一台带有触摸屏的电脑上独立完成，因此评估可以作为常规家庭或办公室访问的一部分广泛使用。本研究旨在评估CCT在评估不同语言群体（法语、英语、西班牙语单语者以及法语-英语和西班牙语-英语双语者）早期理解能力方面的功效，并预测随着时间的推移，儿童进入幼儿园后的发展结果，包括早期读写能力和入学准备。这种跨语言的纵向研究将提供从理解到生产以及从生产到早期识字的丰富画面。它将扩展一项新技术，以解决在发育早期识别有语言和识字困难风险的儿童的迫切需要，并可能促进早期识别有发育性语言障碍风险的儿童，如特殊语言障碍或自闭症谱系障碍。