Clinical markers of DLD in bilingual and monolingual Vietnamese children

双语和单语越南儿童 DLD 的临床标志物

• 批准号: 10641816
• 负责人: Giang Thuy Pham
• 金额: $ 37.48万
• 依托单位: SAN DIEGO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10641816
• 关键词: 5 year old; 6 year old; 9 year old; Age; Asian; Censuses; Child; Child Language; Chronic; Classification; Clinical; Clinical Markers; Communities; Development; Diagnostic; Diagnostic tests; Disease; Disparity; Education; Gender; Individual; Intervention; Language; Language Development; Language Development Disorders; Language Disorders; Learning; Measures; Methods; Modeling; Outcome; Parents; Participant; Patient Recruitments; Performance; Population; Prevalence; Procedures; Productivity; Reading; Research; Resources; Risk; Sampling; Schools; Societies; Specificity; Stigmatization; Surveys; System; Vietnam; Vietnamese; Vocation; Work; bilingualism; cohort; design; developmental disease; diagnostic accuracy; effective intervention; improved; indexing; kindergarten; peer; prevent; recruit; second grade; skills; social; teacher; tool

PROJECT SUMMARY Developmental language disorder (DLD: 7% prevalence), defined by low language despite otherwise normal development, puts children at greater risk for reading problems and lower vocational attainment. There exist language-based disparities in the identification of DLD. Bilingual children are more likely over- or under-identified with DLD (Samson & Lesaux, 2009): Under-identification delays access to intervention, while over-identification misappropriates already scarce resources. DLD identification is particularly challenging during the initial school years, when many bilinguals are in the processing of learning English as a second language. Assessing children’s first language substantially improves diagnostic accuracy. The proposed project focuses on Vietnamese, an understudied yet widely spoken language (1.5 million in the US, 100 million worldwide). Vietnamese is highly distinct from English: Finding common clinical markers across contrastive languages contributes to theoretical accounts of underlying mechanisms of the disorder. Our research team has the expertise and local and global partnerships to search for clinical markers of DLD in Vietnamese. We have pioneered the study of DLD in Vietnam by establishing a multi-method classification system for DLD in kindergarten and by measuring language-reading development from kindergarten through second grade. In the US, we have defined parameters for typical development (TD) in Vietnamese bilinguals in the early school years. The proposed study will recruit Vietnamese-speaking children, ages 4-6 years, in the US (bilingual TD=100, DLD=25) and Vietnam (monolingual TD=160, DLD=40). Central hypothesis: There are Vietnamese clinical markers that will confirm the presence or absence of DLD at the individual level, whether children are learning Vietnamese alone or in combination with English. Aim 1 establishes the diagnostic accuracy of nonword repetition and sentence repetition for Vietnamese monolinguals. We extend our prior work on these tasks to a younger age (include 4yo) and a larger DLD sample. Aim 2 systematically compares four groups (N=80, 20/group) of bilinguals (TD, DLD) and monolinguals (TD, DLD) matched by age, gender, and maternal education, to capture emerging skills that can serve as grammatical markers of Vietnamese DLD. Aim 3 calculates the diagnostic accuracy of all clinical markers - grammar (accuracy, diversity, productivity), sentence repetition, and nonword repetition- for bilinguals (n=125), monolinguals (n=200), and combined total sample (N=325), which will serve as the most rigorous test of diagnostic accuracy. Impact: This project will help to transform clinical language assessment procedures to serve our increasingly diverse society. Tools produced from this project will improve diagnostic accuracy for Vietnamese-speaking children in the US and worldwide, particularly Vietnamese-speaking children in the US who start school with minimal English proficiency, for whom accurate identification heavily relies on first language skills. This study can serve as a model for other Asian tonal languages that in combination with Vietnamese comprise 6.5 million speakers in the US.

项目摘要 发育性语言障碍（DLD：7%患病率），定义为语言能力低下，尽管其他方面正常 发展，使儿童面临更大的风险，阅读问题和较低的职业成就。存在 在DLD的识别方面存在基于语言的差异。双语儿童更有可能过度或低估DLD（Samson & Lesaux，2009）：识别不足延迟获得干预，而过度识别挪用已经稀缺的资源。DLD识别在 在最初的几年里，许多双语者正在把英语作为第二语言学习。 评估儿童的第一语言大大提高了诊断的准确性。拟议项目的重点 越南语，一种未被充分研究但广泛使用的语言（美国有150万，全球有1亿）。 越南语与英语高度不同：在对比语言中寻找共同的临床标记 有助于对这种疾病的潜在机制进行理论解释。我们的研究团队拥有 专业知识和本地和全球合作伙伴关系，以寻找越南DLD的临床标志物。我们有 通过建立DLD的多方法分类系统，开创了越南DLD的研究。 幼儿园，并通过测量从幼儿园到二年级的语言阅读发展。在美国，我们已经定义了越南双语者在早期学校的典型发展（TD）参数 年拟议的研究将招募美国4-6岁讲越南语的儿童（双语） TD=100，DLD=25）和越南（单语TD=160，DLD=40）。核心假设：有越南人 临床标志物，将确认是否存在DLD在个人水平，无论儿童是 单独或结合英语学习越南语。目的1建立诊断的准确性 越南语单语者的非词重复和句子重复。我们扩展了我们以前的工作， 任务，以更年轻的年龄（包括4岁）和更大的DLD样本。目标2系统地比较了四组 （N=80，20/组）按年龄、性别和母亲匹配的双语（TD，DLD）和单语（TD，DLD） 教育，以捕捉新兴的技能，可以作为越南DLD的语法标记。目标3 计算所有临床标记的诊断准确性-语法（准确性，多样性，生产力），句子 重复和非词重复-双语者（n=125），单语者（n=200）和合并总样本 （N=325），这将作为诊断准确性的最严格测试。影响：该项目将有助于 改变临床语言评估程序，为我们日益多样化的社会服务。生产的工具 该项目将提高美国和世界各地讲越南语的儿童的诊断准确性， 特别是在美国的越南语儿童，他们开始上学时英语水平很低， 他们的准确识别严重依赖于第一语言技能。这项研究可以作为其他模式。 亚洲声调语言加上越南语，在美国有650万人使用。

项目成果

Vietnamese children with and without DLD: Classifier use and grammaticality over time.

• DOI: 10.1016/j.jcomdis.2022.106297
• 发表时间: 2023-01
• 期刊: JOURNAL OF COMMUNICATION DISORDERS
• 影响因子: 1.7
• 作者: Pham, Giang;Simpson, Andrew;Nguyen, Khanh
• 通讯作者: Nguyen, Khanh

Remote First-Language Assessment: Feasibility Study With Vietnamese Bilingual Children and Their Caregivers.

远程第一语言评估：越南双语儿童及其照顾者的可行性研究。

• DOI: 10.1044/2023_lshss-22-00123
• 发表时间: 2023
• 期刊: Language, speech, and hearing services in schools
• 作者: Dam,QuynhDiem;Pham,GiangT
• 通讯作者: Pham,GiangT