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.

项目概要/摘要 不幸的是，阅读是幼儿时期学到的最重要的技能之一。 美国的阅读成绩经常达不到国家标准（Hemphill，2011）。 了解双语如何影响儿童识字能力，以推进科学发展并为个性化方法提供信息 为越来越多的美国年轻双语者提供阅读指导和阅读障碍的精准治疗。 该研究的主要目的是解释双语对儿童神经结构的影响 该提案提出了当前的读写能力观点（词汇质量模型；Perfetti & Hart， 2002）表明学习阅读需要神经认知系统之间的相互作用 儿童对单词声音、含义和拼写形式的表征，以便儿童能够形成声音到 然而，不同的语言更侧重于不同的内容。 学习用西班牙语阅读可以促使孩子们形成更强大的声音与印刷品的联系，同时 中文识字促使孩子们形成更强大的意义与印刷的联系。 通过双语者发展的指导假设来检验双语的语言学证据 神经认知系统受到其对所习得语言特征的熟练程度的影响。 为了验证这一假设，我们将使用行为和功能近红外光谱 (fNIRS) 每种儿童语言的神经影像测量，测试中英双语、西班牙语- 6-9 岁的英语双语者和英语单语者 (N=300) 我们还将测试这些儿童的子集。 纵向（N=150），所有孩子都将就读于纯英语学校，双语孩子的情况会有所不同。 在家中或通过合作的课外项目接受遗产教育的目标 1 是： 确定双语如何影响儿童学习阅读的神经结构。目标 2 是绘制图。 这种理论指导的方法将为双语儿童学习阅读提供神经认知轨迹。 坚实的经验基础（1）揭示支持双语英语读写能力的神经认知过程 （2）通过提供双语习得的原则性证据，为学习阅读的理论提供依据。 (3) 明确语音和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。这种理解将使我们能够做出推论。 关于跨语言学习经验以及双语者的优势和劣势的差异来源 综合起来，学习英语阅读的综合行为和神经影像学证据。 新兴的双语和阅读能力将为理论、教育提供丰富的信息。 为越来越多的年轻双语和少数民族语言学习者提供实践和临床方法。