Phonology and Literacy in Early Bilinguals

早期双语者的音韵学和读写能力

• 批准号: 7066095
• 负责人: D. KIMBROUGH OLLER
• 金额: $ 42.1万
• 依托单位: UNIVERSITY OF MEMPHIS
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-05-16 至 2010-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7066095
• 关键词: Hispanic Americans; academic achievement; audiotape; auditory discrimination; behavioral /social science research tag; child psychology; clinical research; education evaluation /planning; educational psychology; elementary school; human subject; longitudinal human study; memory; middle childhood (6-11); multilingualism; phonology; psychological tests; reading; sound perception; speech; teaching

DESCRIPTION (provided by applicant): Difficulties in learning to read in English for Hispanic-American children with limited English proficiency have led to much research to clarify basic learning processes in bilinguals, to develop appropriate assessments, and to prevent or ameliorate communication disorders or reading disabilities in bilinguals. While there is widespread speculation that training in phonological awareness (especially in Spanish) could be helpful for the bilingual child in reading, there has been no experimental comparison of training options. The proposed project would provide a random assignment experiment on effects of phonological awareness/phonics training in English or Spanish. Further, there is much that remains to be learned about the role of basic phonological knowledge and skills in learning to read, and this is especially true in the case of bilingual children. Published efforts on the role of phonology in learning to read have not addressed basic phonological knowledge directly, but rather have assessed performance on a set of metaphonological tasks of phonological awareness, tasks that presume the existence of basic phonological capabilities of production and perception. The lack of direct research to date on the relationship between basic phonological capabilities and both phonological awareness and reading represents a remarkable gap. The gap is of particular significance in the case of early L2 learners, because such children clearly have to establish a new L2 phonological system of phonemic elements and allophonic variations of them for oral communication. In this way they provide a foundation for acquiring phonological awareness and phonics for L2. But this basic phonological foundation has never been studied in the context of research on how bilingual children learn to read. The proposed project will address the foundations of phonological awareness in bilingual children by studying basic phonological production capability directly, presenting children with difficult production tasks in both languages and assessing production in terms of phonological similarity and markedness at the level of allophonic detail both with fine transcription and acoustic analysis. Basic phonological skills in production and perception will be related to phonological awareness and reading in bilingual children in the context of a short-term longitudinal effort (K-2nd grade).

描述（由申请人提供）：学习英语的英语阅读困难，英语能力有限的西班牙裔美国儿童已经进行了大量研究，以阐明双语者的基本学习过程，进行适当的评估，并预防或改善双语中的沟通障碍或阅读障碍。尽管有广泛的猜测，即语音意识（尤其是西班牙语）的培训可能对阅读的双语孩子有帮助，但培训选项没有实验比较。拟议的项目将对英语或西班牙语的语音意识/语音培训的影响提供随机分配实验。此外，关于基本语音知识和技能在学习阅读中的作用还有很多待了解，在双语儿童的情况下尤其如此。关于语音在学习阅读中作用的发表努力并未直接解决基本的语音知识，而是评估了一系列语音意识的比喻学任务的表现，这些任务假定存在生产和感知的基本语音能力。迄今为止，缺乏有关基本语音能力与语音意识和阅读之间关系的直接研究，这是一个显着的差距。在早期的L2学习者的情况下，该差距特别重要，因为这样的孩子显然必须建立一个新的语音元素语音元素语音系统和它们的同种异体变化来进行口头交流。这样，它们为获得L2的语音意识和语音提供了基础。但是，这种基本的语音基础从未在研究双语儿童学习阅读的研究中得到研究。拟议的项目将通过直接研究基本的语音生产能力来解决双语儿童语音意识的基础，从而使儿童在语言中遇到困难的生产任务，并以精细的转录和声学分析在同种异体细节的水平上以语音相似性和标志性评估生产。在短期纵向努力（K-2年级）的背景下，生产和感知中的基本语音技能将与双语儿童的语音意识和阅读有关。