The Effect on Environmental Variation on Language and Reading Development

发展阅读和处理复杂口语的能力对学业成功至关重要。 然而，许多人的阅读和口语技能较低，因此可能无法满足 我们复杂社会的挑战。现有的文献表明，阅读的增长和后来的 语言可能会受到早期语言和阅读前技能以及家庭环境的影响。的确， 有人认为，儿童之间的早期差距将继续存在，甚至在学年中增加（“ 马太效应”）。然而，这一问题仍有待系统地探讨， 在早期经验方面缺乏成就。我们最近进行了一次纵向调查， 语言发展的研究在14至58个月的儿童的不同样本。我们建议研究这些 超过学龄的儿童。这项研究的独特之处在于它对语言发展的考察 和阅读的儿童从各种各样的背景，其早期语言和阅读前的技能， 被详细检查过。 目标1.我们建议通过在更长的时间内评估儿童的语言来扩展我们对语言发展的研究。 语言成长的时期，检查他们的叙事技巧以及词汇和复杂的句法。我们将 探索从14个月到10年的发展模式。第一个五年研究的数据显示， 相当大的个体差异和照顾者输入的实质性关系。在下一个补助金期间，我们 将研究在学龄期口语水平的个体差异，探索可能的 增长率的不连续性，例如，反映了阅读理解的增长。的结果 拟议的研究应提供更合理的基础，以决定何时和如何进行干预， 提高人民的语言技能。 目标二。我们建议研究早期语言，阅读前技能和家庭环境是如何影响儿童的语言能力的。 与学校学习有关。学前生长指标将被用作预测指标，使我们能够区分 在同一时间点得分相似但生长模式不同的儿童中。这很重要 因为不同的输入历史对于以后的学习可能具有不同的含义。结果指标包括 阅读和口语。这些数据将使我们能够系统地检查 随着学年的推移，儿童的学习能力会增加，如果儿童在上学时掌握了更好的技能， 在学校学习更多。另一方面，由于表现较好的儿童在成长过程中表现出更大的成长性， 夏天比表现较差的孩子，这个夏天的差异可以解释马太效应。在 为了查明儿童之间差异的来源，我们分别研究了学校的成长情况。 年和夏天。对个体差异预测因子的研究有助于我们理解 克服早期不良环境影响的方法。

Development of the ability to read and to process complex spoken language is critical for academic success. Yet many individuals have low reading and oral language skills and thus may be poorly equipped to meet the challenges of our complex society. The existing literature suggests that the growth of reading and later language may be affected by early language and pre-reading skills, and by home environments. Indeed, it has been suggested that early disparities among children will remain or even increase over the school years ("The Matthew Effect"). However, the issue remains to be systematically explored, since studies of school achievement in relation to early experience have been lacking. We have recently carried out a longitudinal study of language growth in a diverse sample of children from 14 to 58 months. We propose to study these children over the school-age years. The proposed research is unique in its examination of language growth and reading in children from a wide variety of backgrounds whose early language and pre-reading skills have been examined in detail. Aim 1. We propose to extend our study of language growth by evaluating children's language over a longer period of language growth, examining their narrative skills as well as vocabulary and complex syntax. We will explore the patterns of development from 14 months until 10 years. Data from the first five year study showed sizeable individual differences and a substantial relation to caregiver input. In the next period of the grant, we will examine individual differences in oral language levels in the school-age years, exploring possible discontinuities in growth rates, reflecting, for example, growth of reading comprehension. The results of the proposed study should provide a more reasoned basis for decisions as to when and how to intervene to increase language skills of the population. Aim 2. We propose to examine how early language, pre-reading skills, and home environments are implicated in school learning. Preschool growth measures will be used as predictors, allowing us to distinguish among children with similar scores at one time point, but different patterns of growth. This is important because different input histories may have different implications for later learning. Outcome measures involve both reading and oral language. The data will allow us to systematically examine if discrepancies among children increase over the school years, as might be expected if children with better skills at the time of school entry learn more at school. Alternatively, since higher-performing children show greater growth over the summer than lower-performing children, this summer difference alone could explain the Matthew Effect. In order to pinpoint the sources of differences among children, we examine growth separately over the school year and summer. Investigation of predictors of individual differences should contribute to our understanding of ways to overcome the effects of poor early environments.