Orthography and phonology in word learning as a predictor of dyslexia in children with language impairment

单词学习中的正字法和音系学作为语言障碍儿童阅读障碍的预测因子

基本信息

批准号：
10194455
负责人：
TIFFANY P HOGAN
金额：
$ 58.38万
依托单位：
MGH INSTITUTE OF HEALTH PROFESSIONS
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-01 至 2023-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10194455
关键词：
Address Affect Age Automobile Driving Child Clinical Communication impairment Data Development Diagnosis Dyslexia Early identification Exposure to Foundations Future Goals Growth Home Impairment Individual Instruction Intervention Knowledge Language Language Development Learning Learning Disabilities Letters Longitudinal Studies Measures Methodology Methods Mission Modeling National Institute on Deafness and Other Communication Disorders Orthography Outcome Pattern Population Prognosis Public Health Quality of life Reader Reading Research Services Special Education Standardization Time Work base comorbidity critical period efficacious treatment improved innovation kindergarten language impairment life-long learning literacy novel peer phonology reading ability reading comprehension second grade skills sound theories tool word learning

项目摘要

PROJECT SUMMARY Children with language impairment (LI) comprise nearly 20% of the population receiving special education services (Tomblin et al., 1997) and are six times more likely to have a reading impairment than their peers with typical language development (Stoeckel et al., 2013). Whereas most children with LI have poor reading comprehension (Catts et al., 2002), fewer than half have poor word-reading abilities, commensurate with dyslexia (Catts, Adlof, Hogan, & Weismer, 2005). In two large-scale studies that examined longitudinal reading outcomes in children with LI, factors could not be identified that reliably distinguished kindergarten children with LI who would go on to have good word reading abilities versus those who would go on to have dyslexia in 2nd grade and beyond (Catts et al., 2005; Bishop et al., 2009). The inability to distinguish future word-reading outcomes for young children with LI creates a critical barrier to efficacious treatment and prohibits optimal use of limited therapy time to address individual children's needs. Contemporary models of typical reading development center on a reciprocal relation between orthographic processing (letters and letter patterns) and phonological processing (sounds and sound patterns). In these models, early phonological processing underpins acquisition of the alphabetic principle (that letters represent sounds) and subsequent word reading, and in turn, orthographic knowledge impacts phonological processing (Share, 1995; Ziegler & Ferrand, 1998). Accordingly, orthographic and phonological processing are correlated in emerging typical readers and continue to develop in tandem with increasing word reading abilities (Hogan, Catts, & Little, 2005; Wagner et al., 1997). However, contemporary models cannot explain why more than half of children with LI develop good word reading skills despite early phonological processing weakness (Catts, Adlof, Hogan, & Weismer, 2005). Despite its significance to typical reading development, orthographic processing has largely been ignored in studies of children with LI. Our compelling pilot data are the foundation for our hypotheses that: a) initially weak phonological processing is compensated for by orthographic strengths in children with LI, and b) these early orthographic strengths will predict who among young children with LI will go onto have good word reading versus those who will go on to have dyslexia. Our specific aims are: 1) to determine the impact of exposure to orthography on the acquisition of new orthographic and phonological forms during word learning and how this changes over time in children with LI and their typically developing peers; 2) to characterize profiles of orthographic and phonological processing in children with LI and their typically developing peers from kindergarten to 2nd grade; and 3) to determine predictors of development in orthographic processing, phonological processing, and word reading in children with LI and their typically developing peers. Our aims fill a theoretical gap in which orthographic processing has been overlooked in reading and word learning studies involving children with LI, and they address methodological limitations that have negated conclusive findings on the reciprocity between phonological and orthographic processing. Our rigorous approach combines longitudinal research with carefully controlled experimental work. The innovation of this project includes our use of a novel, dynamic word learning paradigm, which captures phonological and orthographic knowledge and learning in a single task. Our findings will have broad clinical and theoretical impact by contributing to our long-term goals a) to create more precise tools for early identification of reading impairments in children with LI; b) to reveal theory-based mechanisms for the interrelated development of orthographic processing, phonological processing, and word reading; and c) to quantify orthographic and phonological learning profiles to inform individualized reading interventions.

项目概要有语言障碍的儿童 (LI) 占接受特殊教育人口的近 20% 服务（Tomblin 等，1997），并且患有阅读障碍的可能性是同龄人的六倍典型的语言发展（Stoeckel et al., 2013）。而大多数患有 LI 的孩子阅读能力较差理解力（Catts et al., 2002），不到一半的人的文字阅读能力较差，与阅读障碍（Catts、Adlof、Hogan 和 Weismer，2005）。在两项检验纵向阅读的大型研究中 LI 儿童的结果，无法确定可靠区分幼儿园儿童 LI 的因素在第二阶段，李将继续拥有良好的文字阅读能力，而那些将继续患有阅读障碍的人等级及以上（Catts 等人，2005 年；Bishop 等人，2009 年）。无法区分未来的单词阅读患有 LI 的幼儿的结果对有效治疗造成了严重障碍，并禁止最佳利用有限的治疗时间来满足个别儿童的需求。典型阅读发展的当代模型以正字法之间的相互关系为中心处理（字母和字母模式）和语音处理（声音和声音模式）。在这些模型中，早期的语音处理巩固了字母原则的习得（字母代表声音）和随后的单词阅读，反过来，拼写知识影响语音处理（分享，1995 年；Ziegler 和 Ferrand，1998 年）。因此，拼写和语音处理是相关的新兴典型读者的培养，并随着文字阅读能力的提高而继续发展（Hogan，卡茨和利特尔，2005；瓦格纳等人，1997）。然而，当代模型无法解释为什么超过一半的 LI 儿童尽管早期语音处理能力较弱，但仍发展出良好的文字阅读能力（Catts、阿德洛夫、霍根和韦斯默，2005）。尽管它对典型的阅读发展具有重要意义，但拼写法在对 LI 儿童的研究中，加工过程在很大程度上被忽视了。我们引人注目的试点数据是我们的假设的基础是：a）最初较弱的语音处理通过以下方式得到补偿患有 LI 的儿童的拼写优势，以及 b) 这些早期的拼写优势将预测谁患有 LI 的幼儿将继续进行良好的单词阅读，而那些将继续有阅读障碍。我们的具体目标是：1）确定接触正字法对获得新知识的影响语言障碍儿童在单词学习过程中的拼写和语音形式以及这种情况如何随着时间的推移而变化以及他们的典型发展同龄人； 2）表征拼字法和语音处理的概况患有 LI 的儿童及其从幼儿园到二年级的正常发育同龄人； 3) 确定儿童拼写处理、语音处理和文字阅读发展的预测因素与李和他们典型的发展同龄人。我们的目标填补了正交处理的理论空白在涉及 LI 儿童的阅读和单词学习研究中被忽视，他们解决了方法论的局限性否定了语音学和语音学之间的互惠性的结论性发现正字法处理。我们严格的方法将纵向研究与精心控制的实验工作相结合。这该项目的创新包括我们使用新颖的、动态的单词学习范式，它捕获了在单个任务中学习语音和拼写知识。我们的研究结果将具有广泛的临床意义和理论影响，为我们的长期目标做出贡献 a) 为早期目标创建更精确的工具识别 LI 儿童的阅读障碍； b）揭示基于理论的机制正字法处理、语音处理和文字阅读的相互关联的发展； c) 至量化拼写和语音学习概况，为个性化阅读干预提供信息。