Early literacy intervention

描述（由申请人提供）：有初级语言障碍（LI）的学龄前儿童表现出早期读写技能的延迟实现。因此，这些孩子以后在阅读方面遇到困难的风险更大。这表明有必要扩大学前语言干预的重点，以便包括那些最能预测以后阅读成功的技能的明确促进。提出的项目的目的是表征一个创新的方法对早期读写干预的学龄前儿童与Ll。创新元素包括使用母子共享故事书作为干预情境，以及母亲作为干预主体的参与。具体目标包括：(a)确定将早期识字线索嵌入到亲子共享的故事书阅读互动中对患有LI的学龄前儿童早期识字技能的影响程度，以及(b)在相同的背景下，比较正字法线索和语音线索的相对影响。55位患有LI的母亲和她们4岁的孩子，将根据多组前测后测研究设计，随机分配到三种条件（对照、正字法提示、语音提示）中的一种。将在测试前和测试后为每个儿童收集早期识字技能的全球和离散措施。每个二人组将完成一个为期12周的家庭阅读干预，在这个干预中，两种治疗条件下的父母将正字法或语音线索嵌入到他们共同的阅读互动中；对照组家长将嵌入故事书插图的提示。使用儿童早期读写能力测试前和测试后的分数对这三种情况进行比较，将表征干预结果。此外，还将进行探索性分析，以确定能够唯一预测结果的儿童特征。研究结果将有助于设计和实施更有效的学前语言干预模式，并将增加对特定类型的输入对早期读写能力发展的特定领域的影响方式的理解。

DESCRIPTION (provided by applicant): Preschoolers with primary language impairment (LI) demonstrate delayed attainment of early literacy skills. As a result, these children are at increased risk for later experiencing difficulty with reading achievement. This suggests the need to broaden the focus of preschool language intervention so as to include explicit facilitation of those skills most predictive of later reading success. The objective of the proposed project is to characterize the efficacy of an innovative approach towards early literacy intervention for preschoolers with Ll. Innovative elements include use of mother-child shared storybook reading as the intervention context and the involvement of mothers as intervention agents. Specific aims include: (a) to determine the extent to which embedding early literacy cues into parent-child shared storybook reading interactions influences the early literacy skills of preschoolers with LI, and (b) in the same context, to compare the relative effects of orthographic versus phonological cues. Fifty-five mothers, and their 4-year-old children with LI, will be randomly assigned to one of three conditions (control, orthographic cues, phonological cues) based on a multi-group pretest-posttest research design. Global and discrete measures of early literacy skills will be collected for each child at pre- and posttest. Each dyad will complete a 12-week home-based book reading intervention, in which parents in the two treatment conditions embed orthographic or phonological cues into their shared reading interactions; control group parents will embed cues addressing storybook illustrations. Comparison of the three conditions using children's pre- and posttest scores on the early literacy measures will characterize intervention outcome. Additionally, exploratory analyses will be conducted to determine child characteristics that uniquely predict outcome. Results will contribute to design and implementation of more effective models of preschool language intervention, and will increase understanding of the way in which particular types of input mediate specific areas of early literacy growth.