Identification of Comorbid Language and Reading Disorders in SpanishEnglish Bilingual Children

西班牙语英语双语儿童共病语言和阅读障碍的识别

• 批准号: 10884683
• 负责人: Amy Susan Pratt
• 金额: $ 20.25万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2025-11-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10884683
• 关键词: Address; Affect; Age; Area; Awareness; California; Child; Chronic; Clinical; Clinical Markers; Data; Development; Diagnosis; Diagnostic; Differential Diagnosis; Disease; Dyslexia; Early Diagnosis; Early identification; Education; English Learner; Knowledge; Language; Language Development Disorders; Language Disorders; Length; Linguistics; Measurement; Measures; Occupational; Outcome; Participant; Pattern; Performance; Persons; Plant Leaves; Population; Principal Investigator; Process; Reading; Reading Disorder; Reporting; Research; Risk; School-Age Population; Schools; Screening procedure; Sensitivity and Specificity; Services; Taxes; Testing; Underachievement; Writing; bilingualism; clinical decision-making; clinical practice; comorbidity; design; diagnostic screening; experience; follow-up; health disparity; improved; interest; novel; peer; phonology; reading ability; reading difficulties; recruit; response; screening; service intervention; skills; theories

PROJECT SUMMARY Children with a developmental language disorder (DLD) are roughly five times more likely to struggle with reading when they reach school age than a child without language issues. Given the frequent co-occurrence of language and reading disorders, early identification of children with DLD is critical for mitigating long-term risk in reading. This is particularly important for bilinguals (English learners/dual language learners). One in 5 children in the U.S. begins school speaking a language other than English; however, there is a stark shortage of diagnostic screening tools that can be administered with young bilingual children to identify language and possible concomitant reading disorders. The proposed project will develop and pilot a novel sentence repetition task for the differential diagnosis of DLD and/or dyslexia in bilinguals. Sentence repetition taxes both grammatical ability and phonological processing ability—two areas commonly affected in language and reading disorders, respectively. Deficits in sentence repetition performance have been reported among children with DLD (Archibald & Joanisse, 2009), dyslexia (Moll et al., 2015), and concomitant DLD+dyslexia (Bishop et al., 2009). Critically, sentence repetition has also shown high levels of specificity and sensitivity when used to identify disorders in bilingual children (Pratt, Peña, & Bedore, 2020), who are still in the process of developing their grammatical and phonological representations. In year 1, the Principal Investigator will develop an initial set of 48 sentence repetition items in English and Spanish (24 per language) that systematically vary in their inclusion of grammatical and phonological targets. In years 1-2, 150 school-age Spanish-English bilingual children in Southern California will be recruited. Based on clinical referral and children’s performance on reference measures of language and reading ability, participants will be accrued into diagnostic groups: bilinguals with DLD (n=25), bilinguals with dyslexia (n=25), and bilinguals with comorbid DLD+dyslexia (n=25). Bilingual children who do not fit a diagnostic group will serve as typical language and reading controls (expected n=75). The novel sentence repetition task will be administered to all participants. Participants will also complete a brief supplemental battery of phonological processing tasks, to explore linguistic and phonological predictors of performance. Pilot data will guide an iterative process of culling and revising test items. Person-item leaf plots, as well as information function, will examine the distribution of correct responses across diagnostic groups. Concurrent validity will be evaluated by examining the correlations between sentence repetition and the reference measures. Predictive validity will be evaluated in year 3.

项目摘要 患有发育性语言障碍（DLD）的儿童在学习语言方面的困难大约是正常儿童的五倍。 他们到了上学年龄时的阅读比没有语言问题的孩子要多。鉴于经常同时发生 语言和阅读障碍，早期识别DLD儿童对于减轻长期风险至关重要 在阅读中。这对双语者（英语学习者/双语学习者）尤为重要。五分之一 在美国，孩子们开始上学时说英语以外的语言;然而， 诊断筛查工具，可以管理与幼儿双语儿童，以确定语言和 可能伴随阅读障碍。拟议的项目将开发和试点一种新颖的句子重复 双语者DLD和/或阅读障碍的鉴别诊断任务。重复的句子会加重 语法能力和语音处理能力--语言和阅读中经常受到影响的两个方面 分别是紊乱。据报道，在儿童中， DLD（Archibald & Joanisse，2009）、阅读障碍（Moll等人，2015），以及伴随的DLD+阅读障碍（Bishop等人， 2009年）。重要的是，句子重复也表现出高度的特异性和敏感性，当用于 确定双语儿童的障碍（Pratt，Peña和Bedore，2020），他们仍处于发展过程中 他们的语法和语音表达。在第一年，主要研究者将制定一份初步的 一套48句重复项目在英语和西班牙语（每种语言24），系统地改变其 包括语法和语音目标。在1-2年级，150名学龄西班牙语-英语双语者 南加州的儿童将被招募。根据临床转诊和儿童的表现， 语言和阅读能力的参考指标，参与者将被纳入诊断组： 双语DLD患者（n=25）、双语阅读障碍患者（n=25）和双语DLD+阅读障碍共病患者（n=25）。 不适合诊断组的双语儿童将作为典型的语言和阅读控制 （预期n=75）。所有参与者都将接受新句子重复任务。参与者将 还完成一个简短的语音处理任务的补充电池，探索语言和 语音预测器的性能。试点数据将指导筛选和修订测试的迭代过程 项目.个人-项目叶图以及信息函数将检查正确回答的分布 在诊断组中。将通过检查以下各项之间的相关性来评估并行有效性： 句子重复和参照措施。将在第3年评价预测有效性。