Impact of heritage language on bilingual children's path to English literacy

传统语言对双语儿童英语读写能力的影响

• 批准号: 9914833
• 负责人: Ioulia Kovelman
• 金额: $ 44.59万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-02 至 2023-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9914833
• 关键词: Adult; Affect; Age; Anatomy; Architecture; Awareness; Base of the Brain; Behavioral; Brain; Characteristics; Child; Child Language; Chinese People; Clinical; Cognitive; Competence; Critical Pathways; Data; Development; Dorsal; Dyslexia; Early identification; Educational Models; Exposure to; Home environment; Impairment; Individual Differences; Inferior frontal gyrus; Instruction; Language; Language Tests; Learning; Learning Disabilities; Linguistics; Link; Maps; Measures; Minority; Modeling; Morphology; Nature; Near-Infrared Spectroscopy; Neural Pathways; Neurobiology; Neurocognitive; Orthography; Performance; Population; Precision therapeutics; Process; Reading; Risk; Schools; Science; Semantics; Solid; Source; Special Education; Specific qualifier value; Structure of middle temporal gyrus; Superior temporal gyrus; System; Testing; Time; Variant; after-school program; bilingualism; early childhood; experience; foreign language; improved; language processing; lexical; literacy; neuroimaging; personalized approach; phonological awareness; phonology; portability; predictive modeling; programs; prospective; reading ability; relating to nervous system; remediation; skills; sound; success; theories

PROJECT SUMMARY/ABSTRACT Reading is one of the most important skills learned in early childhood. Unfortunately, bilingual learners in the US often fail to meet national standards in reading achievement (Hemphill, 2011). This proposal seeks to understand how bilingualism affects child literacy to advance science and inform individualized approaches to reading instruction and precision treatment of dyslexia for the growing numbers of young US bilinguals. The study's primary objective is to explain the effects of bilingualism on children's neural architecture for learning to read. This proposal advances current literacy perspectives (Lexical Quality Model; Perfetti & Hart, 2002) suggesting that learning to read requires the interaction between the neurocognitive systems linking children's representations of word sounds, meanings and orthographic forms so children can form sound-to- print and meaning-to-print associations. However, different languages put more emphasis on different associations. Learning to read in Spanish prompts children to form stronger sound-to-print associations, while Chinese literacy prompts children to form stronger meaning-to-print associations. We draw upon this cross- linguistic evidence to examine bilingualism through the guiding hypothesis that bilinguals' developing neurocognitive systems are affected by their proficiency with characteristics of the languages being acquired. To test this hypothesis, we will use behavioral and functional Near Infrared Spectroscopy (fNIRS) neuroimaging measures in each of the children's languages, testing Chinese-English bilinguals, Spanish- English bilinguals and English monolinguals ages 6–9 (N=300). We will also test a subset of these children longitudinally (N=150). All children will be attending English-only schools. The bilingual children will vary in heritage literacy instruction received at home or through partnering afterschool programs. Aim 1 is to determine how bilingualism impacts children's neural architecture for learning to read. Aim 2 is to map the neurocognitive trajectory for learning to read for the bilingual child. This theory-guided approach will provide a solid empirical basis to (1) uncover neurocognitive processes that support emergent English literacy in bilingual contexts; (2) inform theories of learning to read by providing principled evidence on bilingual acquisition of typologically-contrasting languages; (3) specify individual differences in the development of phonological and semantic literacy pathways critical to reading success. Such understanding will allow us to draw inferences about cross-linguistic learning experiences and sources of variation in bilinguals' strengths and weaknesses in learning to read in English. Taken together, the comprehensive behavioral and neuroimaging evidence on emergent dual-language and reading competence will provide rich information to inform theory, educational practices, and clinical approaches for a growing number of young bilingual and minority language learners.

项目摘要/摘要 阅读是童年时期学到的最重要的技能之一。不幸的是，双语学习者 美国通常无法达到阅读成就的国家标准（Hemphill，2011年）。该提议试图 了解双语是如何影响儿童识字的，以推进科学并为个性化的方法提供信息 阅读阅读障碍的教学和精确治疗，以越来越多的美国双语者。 该研究的主要目的是解释双语对儿童神经结构的影响 学习阅读。该建议提高了当前的扫盲观点（词汇质量模型； Perfetti＆Hart， 2002）建议学习阅读需要链接的神经认知系统之间的相互作用 儿童对单词声音，含义和拼字法的表现形式，因此儿童可以形成声音 打印和意义上的印刷关联。但是，不同的语言更加强调不同的语言 协会。学习阅读西班牙语会促使孩子建立更强的声音到印刷协会，而 中国识字促使孩子建立更强的意义印刷协会。我们利用这个交叉 语言证据通过指导性假设来检验双语主义，即双语者发展 神经认知系统受到其熟练程度的影响，其语言的特征。 为了检验这一假设，我们将使用行为和功能性近红外光谱法（FNIRS） 每种儿童语言中的神经影像措施，测试中文 - 英语双语者，西班牙语 - 英语双语和英语单语言年龄在6-9岁（n = 300）。我们还将测试这些孩子的子集 纵向（n = 150）。所有儿童都将仅上英语学校。双语孩子会有所不同 遗产扫盲指导在家中或通过合作的课后课程获得。目标1是 确定双语如何影响儿童的神经架构学习阅读。目标2是映射 神经认知轨迹，用于学习为双语孩子阅读。这种理论指导的方法将提供 （1）揭示支持双语英语素养的神经认知过程的坚实经验基础 上下文； （2）通过提供双语获取的主要证据来学习阅读的信息理论 类型论对比的语言； （3）指定语音发展的个体差异 语义素养途径对于阅读成功至关重要。这种理解将使我们得出推断 关于双语者优势和劣势的跨语言学习经验和差异的来源 学习用英语阅读。综上 紧急双语言和阅读能力将为信息理论，教育提供丰富的信息 实践和临床方法，用于越来越多的年轻双语和少数族裔学习者。