Multiple Linguistic Influences on Literacy in Children with Language Impairment

多种语言对语言障碍儿童读写能力的影响

• 批准号: 8458524
• 负责人: Julie A. Wolter
• 金额: $ 13.17万
• 依托单位: UTAH STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2015-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8458524
• 关键词: Awareness; Child; Child Language; Comprehension; Development; Diagnosis; Dyslexia; Educational process of instructing; Failure; Impairment; Intervention; Knowledge; Knowledge acquisition; Language; Language Tests; Lead; Learning; Letters; Linguistics; Measures; Memory; Meta-Analysis; Modeling; Morphology; Orthography; Pattern; Process; Psyche structure; Publishing; Reading; Recruitment Activity; Regression Analysis; Research; Research Personnel; Rice; Risk; Schools; Services; Short-Term Memory; Source; Special Education; Staging; Testing; Theoretical model; Wood material; Writing; base; career; design; experience; first grade; improved; insight; instrument; kindergarten; knowledge base; lexical; literacy; peer; phonology; prevent; programs; response; screening; skills; sound; spelling; success; theories; tool

DESCRIPTION (provided by applicant): The linguistic skills such as the ability to form, store, and access complete mental graphemic representations of written words in memory (initial orthographic knowledge acquisition) and the ability to manipulate and combine the smallest units of language capable of carrying meaning (morphological awareness) may significantly and uniquely contribute to early literacy success for children with language impairment (LI). These skills have been documented to be uniquely and significantly predictive of literacy success in typical children (Apel, Wolter, & Masterson; 2006; Deacon & Kirby; Hammill, 2004; Wolter, Wood, & D'zatko, 2009). Recently initial orthographic knowledge acquisition was found to be associated with literacy success in children with LI (Wolter & Apel, 2010; Wolter, Self, & Apel, 2011) and findings from a meta-analysis proved significantly important in improving the literacy abilities for children with impairments in reading, learning, or language (Goodwin & Ahn, 2010). The specific aims of this research are to determine: 1) whether or not children with and without LI, as early as second semester kindergarten, demonstrate the use of orthographic knowledge and/or morphological awareness; 2) potential differences between kindergarten children with LI and those with typical language (TL) for how they acquire initial orthographic knowledge and morphological awareness; and 3) whether initial orthographic knowledge acquisition and morphological awareness uniquely influence reading and spelling abilities in children with LI and those with TL in kindergarten and first grade. One hundred kindergarten children will be recruited for the proposed study (50 with LI, 50 with TL). LI status will be confirmed with language testing and TL children will be matched by grade. An orthographic knowledge measure developed and published by the PI and colleagues (Wolter & Apel, 2010), and two nonstandardized morphological awareness tasks adapted and published by the PI (e.g., Wolter, Wood, D'zatko, 2009) will be administered. In addition, phonological awareness, reading, spelling, and working memory skills will be assessed. These measures will be initially administered in the second semester of kindergarten and again in the subsequent first-grade school year. Chi Square, ANOVA, correlation, and regression analyses will be conducted to determine whether children with LI evidence orthographic knowledge and/or morphological awareness, perform significantly different on these linguistic measures than children with TL, and whether those linguistic skills contribute unique variance on literacy. If these skills are foud to be less robust in children with LI and uniquely predictive of literacy success, then these findings may lead to a more all-encompassing early predictive literacy screening measure for those children with LI. A literacy screening that helps to identify the specific literacy deficit associated with LI may help with placement of children in the appropriate early remedial programs designed to minimize or eliminate the effects of the identified deficit.

描述（由申请人提供）：语言技能，例如记忆中书面单词的形成，存储和访问完整的心理石墨性表达（最初的拼字知识获取），以及能够操纵和结合能够携带意义的最小单位（形态意识）的最小语言单位的能力（形态意识）可能会给早期的识字素养成功，从而对语言的早期识字（li）（li）（li）。这些技能已被证明是典型儿童扫盲成功的独特和显着预测（Apel，Wolter，＆Masterson; 2006; Deacon＆Kirby; Hammill; Hammill; Hammill，2004; Wolter，Wood，＆D'Zatko，＆D'Zatko，2009）。最近发现，最初的拼字知识获取与Li的儿童的识字成功有关（Wolter＆Apel，2010； Wolter，Self，＆Apel，2011），荟萃分析的发现证明，在提高阅读，学习或语言中具有障碍的儿童（Goodwin＆Ahn，2010年）中，荟萃分析的发现非常重要。这项研究的具体目的是确定：1​​）在幼儿园第二学期，患有和没有LI的孩子是否证明了拼字知识和/或形态学意识的使用； 2）幼儿园儿童与有LI的幼儿园儿童与典型语言（TL）的儿童之间如何获得最初的拼字知识和形态学意识； 3）最初的拼字知识获取和形态意识是否会独特地影响LI和幼儿园和一年级有TL的儿童的阅读和拼写能力。将招募一百个幼儿园的儿童参加拟议的研究（50个li，50岁带有TL）。 LI状态将通过语言测试确认，TL儿童将与成绩相匹配。 PI及其同事开发和出版的拼字知识指标（Wolter＆Apel，2010年）以及PI（例如Wolter，Wood，D'Zatko，2009年）改编和出版的两个非标准化的形态意识任务。此外，将评估语音意识，阅读，拼写和工作记忆技巧。这些措施最初将在幼儿园的第二学期和随后的一年级学年再次执行。 Chi Square，ANOVA，相关性和回归分析将进行，以确定具有LI证据拼字知识和/或形态学意识的儿童在这些语言措施上是否与具有TL儿童的儿童进行了显着差异，以及这些语言技能是否促进了素养的独特差异。如果这些技能在具有LI且独特地预测扫盲成功的儿童中不那么强大，那么这些发现可能会导致对患有LI的儿童进行更全面的早期预测识字措施。有助于确定与LI相关的特定识字赤字的扫盲筛查可能有助于将儿童安置在适当的早期补救计划中，旨在最大程度地减少或消除确定的赤字的影响。