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

• 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
• 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

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.

项目摘要 语言障碍的儿童（LI）占接受特殊教育的人口的20％ 服务（Tomblin等，1997），阅读障碍的可能性是其同行的六倍 典型的语言发展（Stoeckel等，2013）。而大多数李的孩子的阅读量很差 理解（Catts等，2002），少于一半的单词阅读能力，与 阅读障碍（Catts，Adlof，Hogan和Weismer，2005年）。在两项研究纵向阅读的大规模研究中 在患有LI的儿童的结果中，无法确定因素可靠地杰出幼儿园儿童 李谁会继续具有好词阅读能力，而那些会在第二名中患有阅读障碍的人 等级和超越（Catts等，2005； Bishop等，2009）。无法区分未来的单词阅读 有LI的幼儿的结果为有效的治疗带来了关键的障碍 最佳使用有限的治疗时间来满足儿童的需求。 典型阅读开发中心的现代模型关于正交之间的相互关系 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，早期的语音处理是对字母原理的获取的基础（字母代表 听起来）和随后的单词读数，然后拼字知识会影响语音处理 （Share，1995； Ziegler＆Ferrand，1998）。因此，拼字和语音处理是相关的 在新兴的典型读者中，并继续以越来越多的单词阅读能力同时发展（Hogan， Catts，＆Little，2005年； Wagner等，1997）。但是，当代模型无法解释为什么超过一半 尽管有早期的语音处理弱点，但有李的儿童仍会发展出良好的单词阅读能力（Catts， Adlof，Hogan和Weismer，2005年）。尽管它对典型的阅读发展具有重要意义，但拼字法 在对LI的儿童的研究中，加工在很大程度上被忽略了。我们引人入胜的飞行员数据是 我们的假设的基础是：a）最初弱的语音处理是由 Li和B）这些早期拼字法的拼字力优势将预测谁 在有李的年幼的孩子中，与那些会继续前进的人会有好词阅读 患有阅读障碍。 我们的具体目的是：1）确定对拼字法对新的收购的影响 单词学习过程中的拼字和语音形式以及李儿童的时间如何随着时间而变化 以及他们通常发展的同龄人； 2）表征拼字和语音处理的曲线 Li及其通常从幼儿园到二年级的同龄人的孩子； 3）确定 在儿童中拼字处理，语音处理和单词阅读中的发展的预测指标 李及其通常发展的同龄人。我们的目标填补了拼字处理的理论差距 在阅读和单词学习研究中涉及Li的儿童，他们被忽略了，他们解决了 否定了关于语音和语音之间互惠的结论性发现的方法论上的局限性 拼字处理。 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一种捕获的小说，动态的单词学习范式 单一任务中的语音和拼字知识和学习。我们的发现将有广泛的临床 和理论上的影响通过为我们的长期目标做出贡献a）为早期创建更精确的工具 识别Li儿童的阅读障碍； b）揭示基于理论的机制 拼字处理，语音处理和单词阅读的相互关联发展；和c）到 量化拼字和语音学习概况，以告知个性化的阅读干预措施。