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Administrative Supplement for: Language difference or difficulty learning? Assessing early language skills to identify risk for reading difficulty among young Spanish-English dual language learners

行政补充：语言差异或学习困难？

基本信息

批准号：
10846286
负责人：
Lisa Fitton
金额：
$ 8.21万
依托单位：
UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-06-01 至 2024-05-31
项目状态：
已结题

项目摘要

From the parent grant: A major challenge in educational health research is that there are no well- established approaches for reliably identifying early signs of reading difficulty among dual language learners (DLLs). Given the value of literacy to individual well-being and the importance of early identification to maximize educational growth, there is a critical need to optimize assessment to identify Spanish-English DLLs at risk for reading difficulty early in the elementary years. Consequently, the long-term goal of the proposed research is to establish practical, reliable methods for early identification of reading disability among DLLs. Representing one step toward this goal, the overall objective of this project is to identify assessments of kindergarten language and preliteracy that: (1) reliably predict Spanish-English DLLs’ reading development one year later and (2) are highly sensitive for identifying DLLs classified as being at risk for reading difficulties in grade 1. We hypothesize that measures that tap multiple underlying domains of linguistic knowledge will most strongly predict future reading development, but that the relations between early language and later reading will be inconsistent across DLLs, depending on dual language exposure, use, and early code-based literacy skills. We further hypothesize that measures of transferable language skills will provide optimal single-measure discrimination for predicting reading difficulty in grade 1, but that assessment in both languages will be necessary to achieve good classification accuracy. To test these hypotheses, two specific aims will be addressed. First, this project will identify measures of DLLs’ English and Spanish language skills in kindergarten language that reliably predict reading achievement in grade 1. Second, we will determine the classification function of standardized measures of dual language abilities for identifying Spanish-English DLLs at risk for reading difficulties in grade 1. To achieve these aims, children will complete assessments of Spanish and English vocabulary knowledge, morphosyntax, early code-based literacy skills, narrative macrostructure, and narrative microstructure during kindergarten. Their parents and teachers will also be asked to describe the children's dual language exposure and use across the home and school environment. One year later, during grade 1, children will complete measures of decoding and reading comprehension in English and Spanish. This work is significant because early, reliable prediction of literacy difficulties is critical to prevent students from falling behind their peers during the early elementary years. Early identification of DLLs likely to have difficulty learning to read allows educators to allocate specialized resources and individualized instruction to maximize gains for those students. This work is innovative because it directly attends to the heterogeneity of the DLL population, examining how dual language exposure and use may influence language and reading skills across two years of schooling, focusing on the first years of elementary education. This work aligns with NICHD’s mission to maximize the potential of all children to live healthy and productive lives.

来自家长补助金：教育健康研究的一个主要挑战是，没有很好的- 建立可靠的方法来识别双语学习者阅读困难的早期迹象（DLL）中.鉴于识字对个人福祉的价值以及早期识别以最大限度地提高教育的增长，迫切需要优化评估，以确定西班牙语-英语DLL的风险，小学早期的阅读困难。因此，拟议研究的长期目标是建立实用、可靠的方法，用于早期识别DLL中的阅读障碍。表示一个为了实现这一目标，本项目的总体目标是确定幼儿园语言的评估，识字前：（1）可靠地预测西班牙语-英语DLL的阅读发展一年后，（2）对于鉴定被分类为在1级中有阅读困难风险的DLL高度敏感。我们假设挖掘语言知识的多个潜在领域的措施将最有力地预测未来阅读的发展，但早期语言和后来的阅读之间的关系将是不一致的跨越 DLL，取决于双语接触、使用和早期基于代码的读写技能。我们进一步假设可迁移语言技能的测量将为预测语言能力提供最佳的单测量区分度，阅读困难，但这两种语言的评估将是必要的，以达到良好的成绩分类精度为了检验这些假设，将解决两个具体目标。首先，该项目将确定DLL在幼儿园语言中的英语和西班牙语语言技能的措施，一年级的阅读成绩。其次，我们将确定标准化措施的分类功能的双语能力，以确定西班牙语-英语DLL的风险阅读困难，在1年级。到实现这些目标，孩子们将完成西班牙语和英语词汇知识的评估，形态句法，早期基于代码的识字技能，叙事宏观结构和叙事微观结构，幼儿园他们的父母和老师也将被要求描述孩子们的双语接触并在家庭和学校环境中使用。一年后，在一年级，孩子们将完成英语和西班牙语的解码和阅读理解的措施。这项工作意义重大，因为早期可靠地预测识字困难对于防止学生在学习期间落后于同龄人至关重要。小学的早期早期识别可能有困难的DLL学习阅读允许教育工作者分配专门的资源和个性化的教学，以最大限度地提高这些学生的收益。这项工作是创新的，因为它直接关注DLL群体的异质性，研究如何使用双语言接触和使用可能会影响语言和阅读技能在两年的学校教育，重点放在第一个年的基础教育。这项工作符合NICHD的使命，即最大限度地发挥所有儿童的潜力过上健康和富有成效的生活。