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: 9729456
• 负责人: FUMIKO HOEFT
• 金额: $ 57.82万
• 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 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9729456
• 关键词: Affect; Age; Area; Assimilations; Automobile Driving; Birth; Brain; Characteristics; Child; Chinese People; Cognitive; Complex; Development; Economics; Education; Environment; Experimental Designs; Exposure to; Foundations; Future; Goals; Grain; Growth; Home environment; Immersion; 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; Research; Risk; Risk Factors; Role; Schools; Semantics; Short-Term Memory; Stress; Structure; System; Variant; Visual; Visuospatial; Writing; base; brain circuitry; cognitive skill; critical period; driving skills; educational atmosphere; experimental study; fifth grade; foreign language; insight; kindergarten; literacy; minority student; neural circuit; neuroimaging; nonEnglish language; phonological awareness; phonology; programs; prospective; public health relevance; recruit; 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）：该提案是一项“自然实验”，旨在研究对比环境对神经可塑性的深远影响。当前大多数阅读观点认为，拼字语音系统和拼字语义系统的发展、参与和相互作用取决于语言的统计特性。这项研究的总体目标是利用这些差异，对学习英语阅读的复杂过程如何在阅读习得的关键时期在线形成进行全面的神经认知研究。这将通过长期和密集地接触对比语言（西班牙语，SP；粤语，Cn）来实现，这些语言对这些正字音系和正字语义系统有不同的强调。 Sp 与 Eng. 具有相同的罗马字母，但具有不同且更规则的拼写到声音映射，强调语音重新编码。 Cn 使用不透明且字符到声音映射较弱的中文音节书写系统，这可能会导致对正字语义过程的更大依赖。具体来说，我们将针对从幼儿园（K）到二年级末的阅读习得进行前瞻性、纵向和双向的检查，分 5 组进行，并以 Eng 为基础进行操作。作为他们的第一或第二语言（L1 与 L2）和沉浸式语言（Sp 与 Cn 与无）：母语英语。 (L1) 美国的新兴读者开始 Sp 和 Cn 沉浸式课程，最初主要学习 L2（L1Eng/L2Sp、L1Eng/L2Cn），美国的 L1 Sp 和 Cn 使用者开始相同的双向沉浸式课程，最初主要学习 L1 （L1Sp/L2Eng、L1Cn/L2Eng）和工程。单语者在同一所学校就读，但不参加沉浸式课程 (L1Eng)。该研究的主要目的是调查：1）英语中阅读相关过程和大脑回路发展的个体差异，2）学习 Sp 和 Cn 阅读如何影响英语。考虑到不同语言特性的阅读发展，3) 影响语言间/读写能力影响（或迁移）的因素，以及 4) 这些过程是如何由早期语言环境（例如早期接触英语、汉语与 Sp 作为母语）和神经认知塑造的能力（例如语音意识和相关的大脑回路，这是未来阅读障碍的重要风险因素）。最后一个探索性目标的结果将提供 关于第二语言学习对有阅读障碍风险的儿童的影响的重要初步见解，这些儿童经常被劝阻学习外语。孩子们将从与我们有合作关系的当地学区招募。该学区以其广泛的双向沉浸式项目而闻名。这项大规模的努力将推进英语读写能力发展背后的神经认知过程理论。通过用具有不同语言属性的语言“扰乱系统”，加深对多语言背后的神经认知过程的理解，以及少数族裔学生如何学习阅读英语。在美国

项目成果

Magnetoencephalography shows atypical sensitivity to linguistic sound sequences in autism spectrum disorder.

脑磁图显示自闭症谱系障碍对语言声音序列的非典型敏感性。

• 发表时间: 2016-09-07
• 影响因子: 1.7
• 作者: Brennan, Jonathan R;Wagley, Neelima;Kovelman, Ioulia;Bowyer, Susan M;Richard, Annette E;Lajiness
• 通讯作者: Lajiness

Auditory Processing of Non-speech Stimuli by Children in Dual-Language Immersion Programs.

双语言沉浸项目中儿童非言语刺激的听觉处理。

• 发表时间: 2021
• 作者: Jones, Chloe;Collin, Elizabeth;Kepinska, Olga;Hancock, Roeland;Caballero, Jocelyn;Zekelman, Leo;Vandermosten, Maaike;Hoeft, Fumiko
• 通讯作者: Hoeft, Fumiko

Bilingualism alters children's frontal lobe functioning for attentional control.

双语会改变儿童额叶的注意力控制功能。

• DOI: 10.1111/desc.12377
• 发表时间: 2017-05
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Arredondo MM;Hu XS;Satterfield T;Kovelman I
• 通讯作者: Kovelman I

The role of grit and resilience in children with reading disorder: a longitudinal cohort study.

毅力和韧性在阅读障碍儿童中的作用：一项纵向队列研究。

• 发表时间: 2022
• 影响因子: 2.3
• 作者: Hossain, Bushra;Chen, Yingtong;Bent, Stephen;Parenteau, China;Widjaja, Felicia;Haft, Stephanie L;Hoeft, Fumiko;Hendren, Robert L
• 通讯作者: Hendren, Robert L

Brain bases of morphological processing in Chinese-English bilingual children.

汉英双语儿童形态加工的脑基础.

• DOI: 10.1111/desc.12449
• 发表时间: 2017-09
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Ip KI;Hsu LS;Arredondo MM;Tardif T;Kovelman I
• 通讯作者: Kovelman I