The lexicon and phoneme awareness

词典和音素意识

• 批准号: 7644197
• 负责人: TIFFANY P HOGAN
• 金额: $ 14.36万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7644197
• 关键词: Awareness; Child; Development; Dyslexia; Early Diagnosis; Early identification; Economics; Goals; Impairment; Intervention; Knowledge; Language; Learning; Link; Modeling; Quality of life; Reading; Reading Disabilities; Relative (related person); Research; Research Project Grants; Risk; Theoretical model; Treatment Efficacy; Work; early awareness; improved; insight; lexical; phonology; skills; stem; theories

DESCRIPTION (provided by applicant): Although most children learn to read with relative ease, others have great difficulty. Early reading problems often have a negative impact on later academic and economic advancement, and potentially may reduce quality of life. Research indicates that deficits in phoneme awareness underlie most early reading difficulties. However, little is known of the critical language skills contributing to typical and atypical development of phoneme awareness. Three studies are proposed to investigate sublexical and lexical influences on a phoneme awareness task administered to typically developing children and those with dyslexia. The long-term goal of this line of inquiry is to elucidate language skills underpinning typical and atypical phoneme awareness development and, in turn, improve early identification and intervention for children at risk for reading disabilities. The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment. Relevance: The long-term goal of this research is to determine critical language skills needed to acquire phoneme awareness and in turn use this knowledge to improve early identification and intervention for children at risk for reading impairment.

描述（由申请人提供）：尽管大多数孩子学会了相对轻松阅读，但其他孩子的难度很大。早期阅读问题通常会对以后的学术和经济进步产生负面影响，并且可能会降低生活质量。研究表明，音素意识的缺陷是大多数早期阅读困难的基础。然而，几乎不知道有助于音素意识的典型和非典型发展的关键语言技能。提出了三项研究，以研究针对典型发育中的儿童和阅读障碍患者的音素意识任务的多种影响和词汇影响。这种探究线的长期目标是阐明基于典型和非典型音素意识发展的语言技能，进而改善对有阅读障碍风险的儿童的早期识别和干预。这项研究的长期目标是确定获得音素意识所需的关键语言技能，然后利用这些知识来改善有阅读障碍风险的儿童的早期识别和干预。 相关性：这项研究的长期目标是确定获得音素意识所需的关键语言技能，然后利用这些知识来改善对有阅读障碍风险的儿童的早期识别和干预。