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

有或没有语言障碍的越南儿童的语言素养增长

• 批准号: 9506570
• 负责人: Giang Thuy Pham
• 金额: $ 13.72万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-20 至 2021-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9506570
• 关键词: 5 year old; Address; Affect; Age; Area; Asians; Award; Capital; Child; Child Development; Chinese People; Chronic; Cities; Clinical; Clinical Markers; Clinical Treatment; Clinical assessments; Cognitive; Collaborations; Comorbidity; Comprehension; Data; Detection; Development; Diagnosis; Disease; Early identification; Early treatment; Education; Educational process of instructing; Ensure; European; Foundations; Friends; Funding; Future; Gender; Goals; Growth; Institutes; Instruction; Intelligence; Intercept; International; Knowledge; Language; Language Development; Letters; Linguistics; Measures; Mentored Patient-Oriented Research Career Development Award; Mentors; Mentorship; Methods; Modeling; Names; Normal Range; Nursery Schools; Oral; Outcome; Participant; Performance; Population; Postdoctoral Fellow; Procedures; Public Health Applications Research; Reading; Research; Research Activity; Research Personnel; Research Training; Sample Size; Schools; Semantics; Senior Scientist; Services; Short-Term Memory; Site; Special Education; Speech-Language Pathology; Statistical Models; Time; Training; Translating; Universities; Vietnam; Vocabulary; Work; base; behavior measurement; bilingualism; clinical practice; cognitive ability; cognitive skill; cognitive task; developmental disease; educational atmosphere; experience; improved; innovation; kindergarten; knowledge base; language impairment; literacy; longitudinal analysis; peer; phonological awareness; power analysis; pre-doctoral; processing speed; programs; rate of change; reading comprehension; recruit; second grade; skills; social; statistics; syntax; theories

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.

项目摘要 该应用程序专注于主要语言障碍(PLI)，定义为尽管存在语言能力低下，但语言能力低下 否则就会正常发育。PLI发生在7%的美国人口中，全球推定的比率相似。 患有PLI的儿童有阅读问题的可能性是其他儿童的四倍，通常在社交方面也有困难 而且长期的职业成果也更差。拟议中的项目将是第一个 调查越南儿童的PLI。对PLI如何在单语中表现没有确切的理解 说越南语的人，几乎不可能在美国第一个使用双语的儿童中识别和治疗PLI 语言是越南语。缺乏关于单语越南语障碍的信息驱使我追求 K23奖。我在儿童双语方面有出色的博士前和博士后研究培训，有临床背景 在语言病理学方面，我能说流利的越南语。我需要在四个方面进行进一步的培训/指导： 跨语言PLI、识字发展和障碍、高级统计程序和国际 协作。我的指导团队：哈佛大学的凯瑟琳·斯诺博士(首席导师)在国际上 在识字发展和语言识字关系方面获得认可；旧金山玛格丽特·弗兰德博士(共同导师) 迭戈州立大学(SDSU)正在进行关于语言发展和跨语言的多站点R01 Sonja Pruitt-Lord博士(顾问)在学龄前语言障碍方面有专长； Jillian Wiggins(SDSU顾问)在统计和儿童发展方面拥有专业知识；Binh Ngo博士 (哈佛大学顾问)是语言学家和越南语项目主任；严博士 阮氏(越南国家教育管理研究所顾问)是The 特殊教育培训发展中心(TDCSE)。拟议的研究将在#年进行 越南首都河内与财团网站TDCSE合作。中心假设是 患有PLI的儿童将表现出潜在的语言障碍的微妙认知缺陷，尽管正常的非 言语智力、语言和认知技能将预测第二名的识字结果 年级。目的1比较有语言障碍和无语言障碍儿童在一套语言和认知上的差异 分析越南解放军的任务。AIM 2对阅读过程中的增长轨迹进行统计建模(解码和 对于从幼儿园到二年级的参与者，目标3确定了语言认知 幼儿园的技能可以预测二年级的阅读结果。研究结果将有助于理论 关于跨语言的PLI，并直接为我在美国与双语儿童的工作提供信息。总的来说，建议的 培训、指导和研究活动针对的是目标4，即发展成为一个独立的、创新的 PLI和扫盲的研究者。培训包括：(A)减少教学和服务责任；(B) 高级科学家在语言识字发展和障碍方面的指导，(C)实践经验 建立国际跨学科团队，以及(D)R01申请的初步数据。