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Language and Reading Development in CHildren With Early Unilateral Brain Injury

早期单侧脑损伤儿童的语言和阅读发展

基本信息

批准号：
7793507
负责人：
SUSAN A LEVINE
金额：
$ 14.38万
依托单位：
UNIVERSITY OF CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2002
资助国家：
美国
起止时间：
2002-04-01 至
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/7793507
关键词：
Adult Affect Area Behavioral Biologic Characteristic Biological Biology Brain Brain Injuries Brain region Caregivers Characteristics Child Child Language Communication Competence Complex Data Deltastab Development Event Exhibits Face Fiber Gestures Growth Hand Individual Differences Intervention Joints Knowledge Language Language Development Left Lesion Light Linear Models Linguistics Location Longitudinal Studies Magnetic Resonance Imaging Nature Nursery Schools Oral Outcome Outcome Measure Patients Pattern Perinatal Perinatal Brain Injury Play Population Preschool Child Process Reading Recording of previous events Research Role Scanning Schools Seizures Speech Staging Subgroup Symptoms Time Variant Work Writing aphasic base cohesion elementary school injured kindergarten language processing motor deficit prenatal programs scaffold skills success syntax theories

项目摘要

The proposed research investigates the growth of language and reading skills during the elementary school years in a group of 40 children with unilateral pre- or perinatal lesions (PL) whose preschool language development has been studied longitudinally since the preschool years. By continuing to follow the same group of children during elementary school, we have a unique opportunity to investigate whether functional plasticity for early language skills extends to more complex oral and written language skills. In Study I, we examine language and reading development from kindergarten through 4th grade in relation to children's lesion characteristics. Together with the preschool data, this will provide language growth trajectories from 14 months to 10 years. In Study 2, we examine how brain-injured children use gesture to support more complex language skills, and whether they use gesture in a compensatory manner. In Study 3, we use hierarchical linear modeling to examine the importance of children's preschool growth trajectories, preschool input, and lesion characteristics in predicting their later language and reading development. The data collected in Projects I and II will serve as a normative base for these studies of brain-injured children. This research will add to our knowledge about development in the face of early brain injury in several ways. First, it will provide needed information about the development of later language skills and reading in this population, skills that are important to school success. Second, it will provide information about the relation of early language trajectories to these later developing skills. Third, it will provide information about the role played by gesture in language learning. Finally, it will elucidate the joint effects of the biological characteristics of children's lesions and the language input they receive from primary caregivers on their language and reading development. The research has theoretical as well as practical implications. With respect to theory, our studies will help delineate the limits and extent of functional plasticity, allowing us to determine whether the plasticity observed for early language processes in the face of PL extends to more complex language and reading. With respect to application, characterizing the nature of caregiver-child language interactions that are effective in promoting the language skills of brain-injured children has obvious implications for intervention efforts.

本研究旨在探讨小学期间语文及阅读能力的发展