The Effect on Environmental Variation on Language and Reading Development

发展阅读和处理复杂口语的能力是取得学业成功的关键。 然而，许多人的阅读和口语技能较低，因此可能没有能力满足 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 语言可能受到早期语言和阅读前技能的影响，也可能受到家庭环境的影响。事实上，它已经做到了 有人建议，儿童早期的差距在上学期间将保持不变，甚至会扩大。 然而，这一问题仍有待系统地探讨，因为对学校的研究 与早期经验相关的成就一直欠缺。我们最近进行了一次纵向调查 对14至58个月的不同样本儿童的语言发育进行了研究。我们建议对这些问题进行研究 学龄期以上儿童。这项拟议的研究在考察语言发展方面是独一无二的 以及阅读来自不同背景的儿童，他们的早期语言和阅读前技能 已经被详细检查过了。 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 测试他们的叙述技巧以及词汇和复杂的句法。我们会 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 个体差异很大，与照顾者的投入有很大关系。在下一期拨款中，我们将 将考察学龄儿童口语水平的个体差异，探索可能的 生长速度的不连续，例如，反映阅读理解的增长。评选结果 拟议的研究应为决定何时和如何干预提供更合理的基础 提高人口的语言技能。 目标2.我们建议研究早期语言、阅读前技能和家庭环境是如何 与学校学习有牵连。学龄前成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近，但成长模式不同的儿童。这事很重要 因为不同的输入历史可能会对以后的学习产生不同的影响。结果衡量标准包括 阅读和口语都很好。这些数据将使我们能够系统地检查 孩子们随着学年的增长而增长，如果孩子们在上学时拥有更好的技能，这是可以预期的 在学校里学到更多。或者，由于表现较好的孩子在过去的几年中表现出了更大的成长 相比表现较差的孩子，暑假的差异本身就可以解释马太效应。在……里面 为了找出儿童之间差异的来源，我们对学校的成长进行了单独的检查。 一年一夏。对个体差异预测因素的研究应该有助于我们理解 克服早期恶劣环境的影响的方法。

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.