Understanding literacy acquisition through immersion in foreign languages

了解通过沉浸式外语获得读写能力

• 批准号: 9316356
• 负责人: FUMIKO HOEFT
• 金额: $ 56.58万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9316356
• 关键词: Affect; Age; Area; Assimilations; Automobile Driving; Birth; Brain; Cereals; Characteristics; Child; Chinese People; Cognitive; Complex; Development; Economics; Education; Environment; Experimental Designs; Exposure to; Foundations; Future; Goals; Growth; Home environment; Immersion Investigative Technique; Impairment; Individual Differences; Instruction; Investigation; Knowledge; Language; Language Development; Lead; Learning; Linguistics; Literature; Measures; Methods; Multilingualism; Names; Nature; Neurocognitive; Neuronal Plasticity; Oral; Orthography; Play; Population; Process; Property; Reader; Reading; Reading Disabilities; Recruitment Activity; Research; Risk; Risk Factors; Role; Schools; Semantics; Short-Term Memory; Stress; Structure; System; Variant; Visual; Visuospatial; Writing; base; brain circuitry; cognitive skill; critical period; educational atmosphere; experimental study; fifth grade; foreign language; insight; kindergarten; literacy; minority student; neural circuit; neuroimaging; phonological awareness; phonology; programs; prospective; public health relevance; school district; second grade; semantic processing; sound; spelling; theories

DESCRIPTION (provided by applicant): This proposal is an "experiment of nature" that examines the profound effect of contrasting environment on neuroplasticity. Most current views of reading posit that the development, involvement and interaction of ortho-phonological and ortho-semantic systems depend on the statistical properties of languages. The overarching goal of this study is to take advantage of these differences, and perform a comprehensive neurocognitive investigation of how the complex process of learning to read in English (Eng.) is shaped online during the critical period of reading acquisition. This will be achieved by prolonged and intensive exposure to contrasting languages (Spanish, SP; Cantonese, Cn) that differentially stress these ortho-phonological and ortho-semantic systems. Sp has the same Roman alphabet as Eng., but with a different and more regular spelling-to-sound mapping that emphasizes phonological recoding. Cn uses the Chinese morphosyllabic writing system that is opaque and has weak character-to-sound mapping, presumably leading to greater reliance on ortho-semantic processes. Specifically, we will launch a prospective, longitudinal, and bidirectional examination of reading acquisition from kindergarten (K) to end of 2nd grade in 5 groups that is manipulated based on Eng. being their first or second language (L1 vs. L2) and the immersed language (Sp vs. Cn vs. none): native Eng. (L1) emerging readers in the U.S. starting Sp and Cn immersion programs initially learning primarily their L2 (L1Eng/L2Sp, L1Eng/L2Cn), L1 Sp and Cn speakers in the U.S. starting the same two-way immersion programs initially learning primarily their L1 (L1Sp/L2Eng, L1Cn/L2Eng), and Eng. monolinguals attending the same schools but not in the immersion programs (L1Eng). The main aims of the study are to investigate: 1) individual differences in the development of reading-related processes and brain circuitries in Eng., 2) how learning to read in Sp and Cn influence Eng. reading development given variant linguistic properties, 3) factors that affect interlinguistic/interliteracy influence (or transfer) , and 4) how these processes are shaped by early linguistic environment (e.g. early exposure to Eng., Cn versus Sp as their L1) and neurocognitive capacities (e.g. phonological awareness and related brain circuits, a significant risk factor of future reading impairment). The findings from this last exploratory aim will provide important initial insight into the influence of second language learning on children at-risk for developing reading disabilities, a population that is often discouraged from learning a foreign language. Children will be recruited from a local school district with which we have a collaborative relationship. The district is well-known for its extensive two-way immersion programs. This large-scale effort will advance theories of the neurocognitive processes underlying literacy development in Eng. by "perturbing the system" with languages of variant linguistic properties, advance understanding of the neurocognitive processes underlying multilingualism, and how minority students learn to read Eng. in the U.S.

描述（由申请人提供）：该提案是一个“自然实验”，研究了对比环境对神经可塑性的深刻影响。阅读的大多数当前观点认为，正文和语义系统的发展，参与和相互作用取决于语言的统计特性。这项研究的总体目的是利用这些差异，并对在阅读习得的关键时期中如何在网上塑造学习复杂的学习过程如何进行全面的神经认知研究。这将通过长期和密集的暴露于对比鲜明的语言（西班牙语，sp； Cantonese，CN）来实现，这些语言会差异地强调这些正音和语言系统。 SP具有与Eng。具有相同的罗马字母，但具有不同的拼写映射，强调语音回复。 CN使用中国形态节的写作系统，该系统是不透明的，并且具有较弱的特征对映射，大概会更大程度地依赖对正义过程的依赖。具体而言，我们将对从幼儿园（K）进行阅读的读取，以5个小组的方式启动前瞻性，纵向和双向检查，并根据ENG进行操纵。是他们的第一语言或第二语言（L1 vs. L2）和沉浸式语言（SP与CN vs.无）：本地工程。 （L1）美国新兴读者最初主要学习其L2（L1ENG/L2SP，L1ENG/L2CN），美国在美国的L1 SP和CN扬声器最初启动SP和CN浸入式计划，从而启动相同的双向浸入式程序最初主要学习其L1（L1SP/L2ENG，L1SP/L2ENG，L1CN/L2ENG）和ENG。单语者参加了同一所学校，但没有参加浸入式计划（L1eng）。该研究的主要目的是调查：1）Eng中与阅读相关的过程和脑电路发展的个体差异。，2）如何学习在SP和CN影响ENG中学习阅读。阅读开发给定的语言特性，3）影响际交往/介入影响影响（或转移）的因素，以及4）这些过程如何由早期语言环境（例如，早期暴露于Eng。最后一个探索目的的发现将提供 对第二语言学习对儿童高风险发展障碍的影响的重要初步洞察力，这通常不愿学习外语。儿童将从与我们建立合作关系的当地学区招募。该地区以其广泛的双向沉浸计划而闻名。这项大规模的努力将推动Eng扫盲发展基础的神经认知过程的理论。通过使用多种语言属性的语言“扰动系统”，对多种语言基础的神经认知过程的提前理解以及少数群体学生如何学习阅读Eng。在美国