Early literacy intervention

描述（由申请人提供）：学龄前儿童与小学语言障碍（LI）表现出延迟实现早期识字技能。因此，这些孩子以后在阅读成绩方面遇到困难的风险增加。这表明需要扩大学前语言干预的重点，以包括明确促进那些技能最预测以后的阅读成功。拟议项目的目标是表征一种创新的方法对早期识字干预学龄前儿童与Ll的有效性。创新要素包括使用母子分享故事书阅读作为干预背景和母亲作为干预代理人的参与。具体目标包括：（a）确定在亲子阅读互动中嵌入早期识字线索对学龄前语言障碍儿童早期识字技能的影响程度;（B）在相同的背景下，比较正字法与语音线索的相对影响。五十五位母亲，和他们的4岁的孩子与LI，将被随机分配到三个条件之一（控制，正字法线索，语音线索）的基础上，多组前测后测的研究设计。将在测试前和测试后收集每个儿童早期识字技能的整体和离散指标。每对父母将完成为期12周的家庭阅读干预，其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;对照组父母将嵌入解决故事书插图的线索。比较三种情况下使用儿童的前，后测试分数的早期识字措施将表征干预的结果。此外，将进行探索性分析，以确定唯一预测结局的儿童特征。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如何调解早期识字增长的特定领域的理解。

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.