Building a Vocabulary: Lexical-semantic Development in Latino Children with Early Language Delay

建立词汇：早期语言发育迟缓的拉丁裔儿童的词汇语义发展

• 批准号: 10383739
• 负责人: Stephanie De Anda
• 金额: $ 19.63万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10383739
• 关键词: Academic achievement; Area; Behavior assessment; Behavioral; Caregivers; Censuses; Child; Clinical assessments; Development; Dimensions; Early identification; Environment; Future; Goals; Growth; Intervention; Language; Language Delays; Language Development; Latino; Latino Population; Learning; Longitudinal Studies; Measures; Mental Health; Mentorship; Modeling; National Institute on Deafness and Other Communication Disorders; Nature; Nursery Schools; Occupations; Oral; Outcome; Outcome Study; Population; Population Intervention; Practice Guidelines; Production; Public Health; Research; Research Personnel; Risk; Risk Marker; Role; Schools; Semantics; Systems Theory; Time; Toddler; Training; United States; United States National Institutes of Health; Vocabulary; Work; base; bilingualism; career; caregiving; design; dynamic system; experience; health disparity; innovation; language impairment; language outcome; lexical; meetings; novel; patient oriented; patient oriented research; reading difficulties; social skills; theories; word learning; young adult

7. Project Summary/Abstract Spanish learners in the United States (US) are the fastest growing group among children, yet the research base to support their early oral language development in the face of language delay is lacking. To meet this identified research gap, the proposed overall objectives are to examine the specific influence of (a) dual- language learning (DLL) status and (b) caregiver input and interactions lexical-semantic development in children with language delay. Thus, the proposed study seeks to provide a detailed and longitudinal model of lexical-semantic growth in Spanish-learning children in the US who have early language delays and are at risk for language impairment. The central hypothesis is that a multidimensional and precise approach to the assessment of lexical-semantic growth that incorporates DLL status and language delay will be a better model and predictor of later language production than is the widely used single measure of vocabulary size. Further, it is hypothesized that high quality and quantity caregiver language input will predict stronger child outcomes across all multidimensional measures of lexical-semantic growth. Aim 1 takes a multidimensional approach by seeking to document the predictive validity of lexical-semantic breadth, access, and organization on vocabulary acquisition over time in Spanish learners with language delays. Aim 2 investigates the influence of dual- language exposure on lexical-semantic development. Aim 3 assesses the role of caregiver language input and interactions in supporting lexical-semantic growth and ultimately language outcomes. To meet these aims, Spanish-learning Latino children and their caregivers will be studied longitudinally across a well-known period of rapid lexical acquisition in toddlerhood. Lexical-semantic development will be assessed using novel behavioral tasks designed to capture the dynamic interaction between several dimensions (i.e., lexical- semantic breadth, organization, and access) that together support word learning. This approach represents a significant and meaningful contribution to the field because it meets a critical need to describe the specific deficits in lexical-semantic growth for children with LD with dual-language exposure. Importantly, the study examines the mechanism by which caregiver language input supports lexical-semantic growth in predicting later oral language outcomes in Latino Spanish-learning toddlers with early delays. The proposed work is innovative because it represents an interdisciplinary and substantive departure from the status quo by (a) providing a multidimensional understanding of lexical-semantic growth in children with LD, (b) examining Spanish learners in the US along a continuum of dual-language exposure, and (c) studying the caregiver input factors that promote lexical-semantic acquisition.

7. 项目总结/摘要 美国的西班牙语学习者是儿童中增长最快的群体，但研究 面对语言发育迟缓，缺乏支持他们早期口语发展的基础。为了满足这个 确定了研究差距后，拟议的总体目标是研究（a）双重的具体影响 语言学习 (DLL) 状态以及 (b) 护理人员的输入和交互词汇语义发展 语言发育迟缓的儿童。因此，拟议的研究旨在提供一个详细的纵向模型 美国学习西班牙语的儿童的词汇语义发展存在早期语言发育迟缓并面临风险 对于语言障碍。中心假设是一种多维且精确的方法 结合 DLL 状态和语言延迟的词汇语义增长评估将是一个更好的模型 与广泛使用的词汇量大小的单一衡量标准相比，它是后来语言产生的预测因子。此外，它 假设护理人员的高质量和数量的语言输入将预测更好的儿童结局 涵盖词汇语义增长的所有多维度量。目标 1 采用多维方法 寻求记录词汇语义广度、访问和词汇组织的预测有效性 存在语言延迟的西班牙语学习者随着时间的推移习得能力。目标 2 研究双因素的影响 词汇语义发展的语言暴露。目标 3 评估看护者语言输入的作用和 支持词汇语义增长和最终语言结果的相互作用。为了实现这些目标， 学习西班牙语的拉丁裔儿童及其照顾者将在一个众所周知的时期进行纵向研究 幼儿时期词汇的快速习得。词汇语义发展将使用新颖的方法进行评估 行为任务旨在捕获多个维度之间的动态交互（即词汇- 语义广度、组织和访问）共同支持单词学习。这种方法代表了一种 对该领域做出了重大且有意义的贡献，因为它满足了描述特定领域的关键需求 患有双语接触的 LD 儿童在词汇语义发展方面存在缺陷。重要的是，该研究 检查护理者语言输入在预测中支持词汇语义增长的机制 早期延迟学习拉丁裔西班牙语的幼儿后来的口语结果。拟议的工作是 创新，因为它代表了跨学科和对现状的实质性偏离：(a) 提供对 LD 儿童词汇语义发展的多维理解，(b) 检查 美国的西班牙语学习者持续接触双语，以及 (c) 研究看护者的输入 促进词汇语义习得的因素。