Validating new measures of later language development for Spanish-English bilinguals

验证西英双语者后期语言发展的新措施

• 批准号: 10164838
• 负责人: Silvina A Montrul
• 金额: $ 7.13万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2023-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10164838
• 关键词: 10 year old; Achievement; Address; Adult; Age; Assessment tool; Child; Child Language; Cognitive; Complex; Comprehension; Development; Diagnostic tests; Digit structure; Educational Models; Exposure to; Foundational Skills; Goals; Heterogeneity; Hispanics; Home; Hospitals; Instruction; Intervention; Knowledge; Language; Language Development; Limited English Proficiency; Linguistics; Link; Measures; Methodology; Names; Oral; Outcome; Performance; Police officer; Reading; Research; Role; Schools; Short-Term Memory; Structure; Teaching Method; Testing; Woman; achievement test; auditory comprehension; base; bilingualism; cognitive function; cognitive task; design; eighth grade; elementary school; executive function; experience; fourth grade; improved; innovation; literacy; man; peer; phonology; reading comprehension; skills; success; syntax; theories; tool

Strong language skills are foundational for the development of literacy. This project investigates how grammatical development relates to literacy development in 9- to 10-year-old monolingual Spanish, monolingual English, and Spanish-English bilingual children by assessing comprehension of complex grammatical structures mastered through increased exposure to written language at school. To appropriately measure children's later grammatical development we need specific and theoretically-motivated diagnostic tests of complex syntactic knowledge, which we currently lack. Existing tools normed for monolingual English and Spanish do not assess complex syntax adequately, and schools lack precise measures of grammatical development they can use to identify the factors contributing to children's language and literacy outcomes. Valid assessment instruments are vital to advance research and educational practices with typically-developing monolingual and bilingual speakers schooled in one or two languages. Our innovation is the creation of new theoretically-motivated linguistic measures in Spanish and English informed by linguistic theory and language acquisition research to assess auditory comprehension of complex grammatical structures in Spanish and English that are crucial for literacy development. The goal of this project is to validate new picture-based comprehension tasks with 100 monolingual and 50 bilingual speakers of Spanish and of English, 9- to10-year old (75 children, 75 adults). Specific Aim 1 examines the validity of the new language measures in Spanish testing verbal passives, relative clauses, and pronoun interpretation and their relationship to global proficiency, literacy and cognitive measures. Specific Aim 2 examines the validity of the new measures in English testing the same structures. To examine criterion-related validity, scores on the new language tasks will be correlated with established global proficiency measures--the three Spanish and three English subtests from the Woodcock Johnson IV Tests of Oral Language, and established literacy measures: the passage comprehension and reading fluency sections in Spanish from the Batería III Woodcock-Muñoz, and the equivalent English subtests from the Woodcock-Johnson IV Achievement Test. To determine whether potential difficulty with complex grammar comprehension by the bilingual children is related to phonological working memory or to incomplete acquisition of Spanish and/or English, performance on the new linguistic tasks will be correlated with scores on established cognitive measures of executive functioning and phonological working memory. Once validated, our new linguistically informed tests will allow us to make progress methodologically and theoretically, to understand typically-developing monolingual and dual language profiles, and to address the inextricable links between complex grammar, cognitive functioning, and written language. The knowledge gained from this project will be critical for developing effective assessment, instruction, and intervention strategies to promote robust language and literacy skills and academic success in the Hispanic population.

强大的语言技能是读写能力发展的基础。 语法发展与 9 至 10 岁单语西班牙语的读写能力发展有关， 通过评估复杂的理解能力来评估单语英语和西班牙语-英语双语儿童 通过在学校增加接触书面语言来掌握语法结构。 为了衡量儿童后期的语法发展，我们需要具体的、有理论依据的诊断 对复杂句法知识的测试，这是我们目前缺乏的针对单语英语的现有工具。 和西班牙语没有充分评估复杂的语法，学校缺乏精确的语法测量 他们可以利用这些发展来确定影响儿童语言和识字结果的因素。 有效的评估工具对于推进具有典型发展特征的研究和教育实践至关重要 单语和双语使用者接受一两种语言的教育，我们的创新在于创造新的语言。 以语言理论和语言为基础的西班牙语和英语的理论驱动的语言测量 习得研究，以评估西班牙语和西班牙语复杂语法结构的听觉理解能力 对读写能力发展至关重要的英语 该项目的目标是验证新的基于图片的内容。 100 名 9 至 10 岁单语和 50 名西班牙语和英语双语使用者的理解任务 老年人（75 名儿童，75 名成人）。具体目标 1 检查西班牙语新语言措施的有效性。 测试动词被动语态、关系从句和代词解释及其与整体熟练程度的关系， 具体目标 2 检查英语测试中新措施的有效性。 为了检查与标准相关的有效性，新语言任务的分数将相互关联。 具有既定的全球能力衡量标准——来自 伍德科克·约翰逊 IV 口语测试和既定的读写能力测量：段落 Batería III Woodcock-Muñoz 的西班牙语理解和阅读流利部分，以及 Woodcock-Johnson IV 成绩测试中的等效英语子测试 以确定是否具有潜力。 双语儿童理解复杂语法的困难与语音工作有关 记忆力或西班牙语和/或英语的学习不完整，新语言任务的表现将受到影响 与执行功能和语音工作的既定认知测量得分相关 一旦记忆得到验证，我们新的语言知识测试将使我们在方法上取得进展。 从理论上讲，了解典型发展的单语和双语概况，并解决 复杂的语法、认知功能和书面语言之间密不可分的联系。 从该项目中获得的成果对于制定有效的评估、指导和干预措施至关重要 促进西班牙裔人口强大的语言和读写能力以及学业成功的战略。