Language-Literacy Growth in Vietnamese Children with and without Language Impairment

项目摘要 此应用程序的重点是初级语言障碍（PLI），定义为低语言性能， 正常的发展。PLI发生在7%的美国人口中，假设全球发生率相似。 患有PLI的儿童出现阅读问题的可能性是正常儿童的四倍， 关系，并有较差的长期职业成果。拟议的项目将是第一个 调查越南儿童PLI。如果没有对PLI如何在单语中表现的确切理解， 越南语，这是几乎不可能的识别和治疗PLI的双语儿童在美国的第一个 语言是越南语。缺乏关于单语越南语障碍的信息促使我追求 K23奖我在儿童双语方面有很好的博士前和博士后研究训练， 语言病理学专业我越南语很流利我需要在四个方面进一步培训/指导： 跨语言的受教育程度指数、识字发展和障碍、先进的统计程序和国际 协作我的导师团队：哈佛大学的凯瑟琳·斯诺博士（初级导师）是国际上 在识字发展和语言-识字关系方面得到承认;圣玛格丽特·弗兰德博士（共同导师） 迭戈州立大学（SDSU）正在进行一项关于语言发展和跨语言的多站点R 01 比较; SDSU的Sonja Pruitt Lord博士（顾问）具有学前语言障碍方面的专业知识; SDSU的Jillian Wiggins（顾问）具有统计和儿童发展方面的专业知识; Binh Ngo博士 （顾问）哈佛大学是一个语言学家和越南语言课程主任;和博士 越南国家教育管理研究所的Nguyen（顾问）是 特殊教育培训与发展中心（TDCSE）。拟议的研究将在 越南首都河内，与TDCSE合作，财团网站。核心假设是， PLI的儿童会表现出微妙的认知缺陷，尽管正常的非语言能力， 幼儿园的言语智力、语言和认知技能将预测第二阶段的识字结果。 年级目标1：比较有语言障碍和无语言障碍的儿童在一系列语言和认知方面的差异。 越南PLI概况。目标2统计模型的增长轨迹在阅读（解码和 理解）的参与者在幼儿园到二年级，目标3确定语言认知 幼儿园的技能，预测二年级的阅读结果。研究结果将有助于理论 在跨语言PLI和直接通知我的工作与双语儿童在美国。总体而言，拟议的 培训、指导和研究活动旨在实现目标4，即发展成为一个独立、创新、 PLI和扫盲研究员。培训包括（a）减少教学和服务责任，（B） 由资深科学家提供语言能力发展和障碍方面的指导，（c）实践经验 建立一个国际性的跨学科团队，以及（d）R 01应用的初步数据。

Project Summary This application focuses on primary language impairment (PLI), defined as low language performance despite otherwise normal development. PLI occurs in 7% of the US population with similar rates presumed globally. Children with PLI are four times more likely to have a reading problem, often have trouble with social relationships, and have poorer long-term vocational outcomes. The proposed project will be the first to investigate PLI in Vietnamese children. Without a firm understanding of how PLI manifests in monolingual Vietnamese speakers, it is nearly impossible to identify and treat PLI in bilingual children in the US whose first language is Vietnamese. The lack of information on monolingual Vietnamese disorders drives my pursuit of the K23 award. I have excellent pre- and post-doctoral research training in child bilingualism, a clinical background in speech-language pathology, and I am fluent in Vietnamese. I need further training/mentorship in four areas: cross-linguistic PLI, literacy development and disorders, advanced statistical procedures, and international collaboration. My mentoring team: Dr. Catherine Snow of Harvard University (Primary mentor) is internationally recognized in literacy development and language-literacy relations; Dr. Margaret Friend (Co-mentor) of San Diego State University (SDSU) is conducting a multi-site R01 on language development and cross-linguistic comparisons; Dr. Sonja Pruitt-Lord (Consultant) of SDSU has expertise in preschool language impairment; Dr. Jillian Wiggins (Consultant) of SDSU has expertise in statistics and child development; Dr. Binh Ngo (Consultant) of Harvard University is a linguist and director of the Vietnamese Language Program; and Dr. Yen Nguyen (Consultant) of the Vietnam National Institute of Education Management is the co-founder of the Training and Development Center for Special Education (TDCSE). The proposed study will be conducted in Hanoi, the capital of Vietnam, in collaboration with TDCSE, the consortium site. The central hypothesis is that children with PLI will show subtle cognitive weaknesses underlying language impairment despite normal non- verbal intelligence, and language and cognitive skills in kindergarten will predict literacy outcomes in second grade. Aim 1 compares children with and without language impairment on a set of language and cognitive tasks to profile Vietnamese PLI. Aim 2 statistically models growth trajectories in reading (decoding and comprehension) for participants in kindergarten through second grade, and Aim 3 identifies language-cognitive skills in kindergarten that predict reading outcomes in second grade. Study findings will contribute to theories on cross-linguistic PLI and directly inform my work with bilingual children in the US. Collectively, the proposed training, mentorship and research activities address Aim 4, which is to develop into an independent, innovative researcher of PLI and literacy. Training includes (a) reduced teaching and service responsibilities, (b) mentorship from senior scientists in language-literacy development and disorders, (c) hands-on experience building an international, interdisciplinary team, and (d) preliminary data for an R01 application.