ASSESSING BILINGUAL PHONOLOGICAL DEVELOPMENT IN YOUNG CHILDREN

评估幼儿的双语语音发展

• 批准号: 7665104
• 负责人: Carol Scheffner Hammer
• 金额: --
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-30 至 2009-07-05
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7665104
• 关键词: 2 year old; 5 year old; Age; Area; Birds; Censuses; Characteristics; Child; Child Development; Child Language; Country; Cultural Backgrounds; Data; Data Analyses; Development; Diagnosis; Disease; Documentation; Equipment and supply inventories; Fright; Goals; Intervention; Investigation; Language; Language Development; Life; Linguistics; Longitudinal Studies; Measurement; Measures; Mexican; Minority; Modification; Nature; Nursery Schools; Pathologist; Pathway interactions; Phonetics; Pilot Projects; Population; Process; Production; Puerto Rican; Reading; Relative (related person); Research; Research Personnel; Risk; Sampling; Screening procedure; Speech; System; Telephone; Testing; Time; Training; Variant; Work; base; bilingualism; infancy; instrument; interest; kindergarten; lexical; literacy; longitudinal course; longitudinal design; phonology; programs; skills; sound; theories; tool

DESCRIPTION (provided by applicant): There is a paucity of measurement tools that adequately assess the development of language and literacy skills in children from diverse linguistic and cultural backgrounds. Rather, professionals utilize measures that are considered psychometrically sound relative to the normative population but are not sensitive to developmental differences between monolingual and bilingual speakers, nor standardized on bilingual poulations. This is particularly true in the domain of phonology where quantitative measurement of bilingual phonological development is still in its infancy. Consequently, bilinugal children are often identified as having a phonological disorder when their development is following a different, but not disordered pathway. Other times, biingual children with lingustic difficulties are ignored due to fear of over identification of disorders in minority populations. The aims of this project are to draw upon recent advances in phonological theory and bilingual research 1) To develop a valid and reliable measure to identify phonological disorder in bilingual Spanish and English speaking children and to distinguish disorder from phonological variation due to typical bilingual phonological development and change; 2) To assess change in multiple aspects of bilingual children's phonological development in order to identify characteristics of young bilingual children's phonological systems that are indicators of disorder later in development and 3) To develop training materials and field test a phonological screening tool for use by speech language pathologists, that is based the instrument developed under Aim 1. A mixed cross-sectional and longitudinal design will be used to develop a measure of the phonological development of children ages 3 to 6 years, who speak Mexican, Puerto Rican and Cuban dialects of Spanish. Measures that accurately assess the needs of bilingual chidlren are critically important in order to assure accurate diagnosis of disorders in young children.

描述（由申请人提供）：缺乏适当评估来自不同语言和文化背景的儿童语言和识字技能发展的测量工具。相反，专业人士利用的措施，被认为是心理测量的声音相对于规范的人口，但不敏感的单语和双语扬声器之间的发展差异，也没有标准化的双语poulations。在语音学领域，双语语音发展的定量测量仍处于起步阶段。因此，当双语儿童的发育遵循不同的但不是紊乱的途径时，他们通常被确定为患有语音障碍。其他时候，由于担心在少数民族人口中过度识别障碍，有语言困难的双语儿童被忽视。本项目的目的是借鉴语音学理论和双语研究的最新进展：1）开发一种有效可靠的测量方法来识别西班牙语和英语双语儿童的语音障碍，并将障碍与由于典型的双语语音发展和变化而引起的语音变化区分开来;（二）评估双语儿童语音发展的多个方面的变化，以确定双语儿童语音系统的特征，这些特征是发展后期障碍的指标;开发培训材料和现场测试语音筛查工具，供语音语言病理学家使用，该工具基于目标1下开发的工具。一个混合的横截面和纵向设计将被用来制定一个措施的语音发展的儿童年龄3至6岁，谁讲墨西哥，波多黎各和古巴方言的西班牙语。准确评估双语儿童需求的措施对于确保幼儿疾病的准确诊断至关重要。