Bilingual and cross-cultural investigation of developmental dyslexia

发展性阅读障碍的双语和跨文化调查

• 批准号: 10638548
• 负责人: Ioulia Kovelman
• 金额: $ 61.71万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-14 至 2028-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10638548
• 关键词: Adopted; Affect; Age; Architecture; Articulation Disorders; Brain; Censuses; Child; Chinese; Cognitive; Communities; Development; Developmental reading disorder; Diagnosis; Dorsal; Dyslexia; Early identification; English Learner; Faculty; Home; Inferior; Instruction; Investigation; Language; Learning; Linguistics; Maps; Measures; Morphology; Neurocognitive; Neurodevelopmental Disorder; Orthography; Participant; Pathway interactions; Play; Population; Printing; Process; Protocols documentation; Reader; Reading; Role; Schools; Semantics; Source; Specific qualifier value; System; Taiwan; Testing; base; bilingualism; experience; functional near infrared spectroscopy; individual variation; lexical; literacy; neural; neuroimaging; phonology; programs; reading ability; remediation; skills; sound; success; theories

PROJECT SUMMARY/ABSTRACT Dyslexia is a neurodevelopmental disorder of literacy that affects monolinguals and bilinguals alike, including Chinese-English bilinguals, who make up >3 million of the US population (US Census Bureau, 2015). At the onset of English-dominant schooling, bilinguals with dyslexia often experience a progressive decline in home language use. Yet, bilingualism theories pose that a bilingual’s two languages interact in ways that enhance children’s global language and literacy faculties (Hernandez, 2019). To advance literacy perspectives, we seek to understand the impact of cross-linguistic interactions on literacy development in bilinguals with dyslexia. Our objective is to uncover how Chinese-English bilingualism influences literacy development in children with dyslexia. We adopt the Lexical Quality (Perfetti 2002; 2021) framework to conceptualize dyslexia as an alteration in the development of sound-to-print and meaning-to-print associations. Chinese orthography emphasizes meaning-to-print associations (McBride, 2021). Our preliminary findings suggest that neurotypical Chinese-English bilinguals form stronger meaning-to-print associations and show stronger engagement of the semantic neurocircuits than English monolinguals, in English (Sun, 2021; 2022). The project’s hypothesis is that bilingual experiences with Chinese influence dyslexia by strengthening semantic literacy skills in English. To test this hypothesis, we focus on semantic and phonological literacy skills in Chinese-English bilinguals and English monolinguals educated in the US, and Chinese monolinguals educated in Taiwan (ages 8-10, n=365 per group, n=50 with dyslexia per group). Children will complete lexical morphology and phonology functional Near Infrared Spectroscopy (fNIRS) neuroimaging tasks and literacy measures in each of their language(s). We seek to determine the effects of bilingualism on learning to read in neurotypical bilinguals (Aim 1) and bilinguals with dyslexia (Aim 2). Direct cross-linguistic comparisons of monolinguals in the US and Taiwan will help isolate language-specific effects of bilingualism in dyslexia (Aim 3). The approach will provide empirical bases to (1) uncover mechanisms that influence literacy in bilinguals with dyslexia; (2) advance theories through cross-linguistic evidence on the development of foundational reading competences in structurally- distinct orthographies; (4) specify sources of individual variability in neuro-cognitive processes during the key periods of brain development for learning to read; (5) focus on semantic literacy skills to inform lexical morphology instruction for children with dyslexia. The project will advance our understanding of children’s emerging neural architecture for learning to read in linguistically-diverse learners with and without dyslexia.

项目摘要/摘要 阅读障碍是一种识字能力的神经发育障碍，对单语者和双语者都有影响，包括 中英双语者，占美国人口的300万(美国人口普查局，2015)。在 在以英语为主的学校开始时，双语阅读障碍患者在家中的学习能力通常会逐渐下降 语言使用。然而，双语理论认为，双语者的两种语言相互作用的方式增强了 儿童的全球语言和识字能力(Hernandez，2019)。为了推进识字视角，我们寻求 了解跨语言互动对双语阅读障碍患者识字能力发展的影响。 我们的目标是揭示中英双语如何影响儿童的识字发展 阅读困难症。我们采用词汇质量(Perfetti 2002；2021)框架将阅读障碍概念化为 声音到印刷和印刷意义关联发展的变化。中文正字法 强调印刷的意义关联(McBride，2021)。我们的初步发现表明，典型的神经 汉英双语者形成了更强的印刷意义联想，并表现出更强的接触 语义神经回路多于英语单语者，英语(Sun，2021；2022)。该项目的假设是 与汉语的双语经历通过加强英语的语义识字能力来影响阅读困难。 为了验证这一假设，我们重点考察了汉英双语者的语义和语音识字能力。 在美国接受教育的英语单语者和在台湾接受教育的中国单语者(8-10岁，n=365 每组50例，每组有阅读障碍)。儿童将完成词汇词法和语音功能 近红外光谱(FNIR)神经成像任务和每种语言的识字测量(S)。 我们试图确定双语对神经典型双语者阅读学习的影响(目标1)和 双语阅读障碍者(目标2)。美国和台湾单语者的直接跨语言比较将 帮助分离双语对阅读障碍的特定影响(目标3)。该方法将提供经验性的 为(1)揭示影响双语阅读障碍患者识字能力的机制奠定基础；(2)提出理论 通过关于基础阅读能力发展的跨语言证据，在结构上- 不同的正字法；(4)指定关键时期神经认知过程中个体差异的来源 学习阅读的大脑发育阶段；(5)注重语义素养技能，告知词汇 阅读困难症儿童的形态教学。这个项目将增进我们对儿童的了解 在语言不同的有或没有阅读障碍的学习者中学习阅读的新兴神经体系结构。