Language and Reading Development in CHildren With Early Unilateral Brain Injury

早期单侧脑损伤儿童的语言和阅读发展

• 批准号: 8378101
• 负责人: SUSAN A LEVINE
• 金额: $ 15.96万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-04-01 至 2013-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8378101
• 关键词: Adult; Affect; Area; Behavioral; Biologic Characteristic; Biological; Biology; Brain; Brain Injuries; Brain region; Caregivers; Characteristics; Child; Child Language; Communication; Competence; Complex; Data; Deltastab; Development; Event; Exhibits; Face; Fiber; Gestures; Growth; Hand; Individual Differences; Intervention; Joints; Language; Language Development; Left; Lesion; Light; Linear Models; Linguistics; Location; Longitudinal Studies; Magnetic Resonance Imaging; Nature; Nursery Schools; Oral; Outcome; Outcome Measure; Patients; Pattern; Perinatal; Perinatal Brain Injury; Play; Population; Preschool Child; Process; Reading; Recording of previous events; Research; Role; Scanning; Schools; Seizures; Speech; Staging; Subgroup; Symptoms; Time; Variant; Work; Writing; aphasic; base; cohesion; elementary school; injured; kindergarten; language processing; motor deficit; prenatal; programs; scaffold; skills; success; syntax; theories

The proposed research investigates the growth of language and reading skills during the elementary school years in a group of 40 children with unilateral pre- or perinatal lesions (PL) whose preschool language development has been studied longitudinally since the preschool years. By continuing to follow the same group of children during elementary school, we have a unique opportunity to investigate whether functional plasticity for early language skills extends to more complex oral and written language skills. In Study I, we examine language and reading development from kindergarten through 4th grade in relation to children's lesion characteristics. Together with the preschool data, this will provide language growth trajectories from 14 months to 10 years. In Study 2, we examine how brain-injured children use gesture to support more complex language skills, and whether they use gesture in a compensatory manner. In Study 3, we use hierarchical linear modeling to examine the importance of children's preschool growth trajectories, preschool input, and lesion characteristics in predicting their later language and reading development. The data collected in Projects I and II will serve as a normative base for these studies of brain-injured children. This research will add to our knowledge about development in the face of early brain injury in several ways. First, it will provide needed information about the development of later language skills and reading in this population, skills that are important to school success. Second, it will provide information about the relation of early language trajectories to these later developing skills. Third, it will provide information about the role played by gesture in language learning. Finally, it will elucidate the joint effects of the biological characteristics of children's lesions and the language input they receive from primary caregivers on their language and reading development. The research has theoretical as well as practical implications. With respect to theory, our studies will help delineate the limits and extent of functional plasticity, allowing us to determine whether the plasticity observed for early language processes in the face of PL extends to more complex language and reading. With respect to application, characterizing the nature of caregiver-child language interactions that are effective in promoting the language skills of brain-injured children has obvious implications for intervention efforts.

本研究旨在探讨国小学童语言与阅读技能的成长 40名患有单侧产前或围产期病变（PL）的儿童， 从学龄前开始就对儿童的发展进行了纵向研究。通过继续遵循相同的 一组孩子在小学期间，我们有一个独特的机会，以调查是否功能 早期语言技能的可塑性延伸到更复杂的口头和书面语言技能。在研究I中，我们 检查从幼儿园到四年级的语言和阅读发展与儿童的 病变特征与学前数据一起，这将提供语言增长轨迹， 14个月到10年在研究2中，我们研究了脑损伤儿童如何使用手势来支持更多 复杂的语言技能，以及他们是否以补偿的方式使用手势。在研究3中，我们使用 分层线性模型，以检查儿童的学前生长轨迹的重要性，学前 输入和损伤特征预测他们以后的语言和阅读发展。数据 项目I和II中收集的数据将作为这些脑损伤儿童研究的规范基础。 这项研究将增加我们对几个早期脑损伤的认识， 的方式首先，它将提供有关以后的语言技能和阅读的发展所需的信息， 这些技能对学校的成功至关重要。第二，它将提供有关 早期语言轨迹与后来发展的技能之间的关系。第三，它将提供有关 手势在语言学习中的作用。最后，它将阐明生物学的联合作用。 儿童病变的特点和他们从主要照顾者那里获得的语言输入， 语言和阅读发展。该研究具有理论和实践意义。与 在理论方面，我们的研究将有助于描绘功能可塑性的限度和程度，使我们能够 确定在PL面前观察到的早期语言过程的可塑性是否延伸到更多 复杂的语言和阅读。关于适用问题， 有效促进脑损伤儿童语言技能的语言互动具有明显的 对干预工作的影响。