Validating new measures of later language development for Spanish-English bilinguals

验证西班牙语-英语双语者后期语言发展的新措施

• 批准号: 9978655
• 负责人: Silvina A Montrul
• 金额: $ 7.13万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9978655
• 关键词: 10 year old; Achievement; Address; Adult; Age; Assessment tool; Child; Child Language; Cognitive; Complex; Comprehension; Development; Diagnostic tests; Digit structure; Educational Models; Exposure to; Foundational Skills; Goals; Heterogeneity; Hispanics; Home environment; Hospitals; Instruction; Intervention; Knowledge; Language; Language Development; Limited English Proficiency; Linguistics; Link; Measures; Methodology; Names; Oral; Outcome; Performance; Police officer; Reading; Research; Role; Schools; Short-Term Memory; Structure; Teaching Method; Testing; Woman; achievement test; auditory comprehension; base; bilingualism; cognitive function; cognitive task; design; eighth grade; elementary school; executive function; experience; fourth grade; improved; innovation; literacy; man; peer; phonology; reading comprehension; skills; success; syntax; theories; tool

Strong language skills are foundational for the development of literacy. This project investigates how grammatical development relates to literacy development in 9- to 10-year-old monolingual Spanish, monolingual English, and Spanish-English bilingual children by assessing comprehension of complex grammatical structures mastered through increased exposure to written language at school. To appropriately measure children's later grammatical development we need specific and theoretically-motivated diagnostic tests of complex syntactic knowledge, which we currently lack. Existing tools normed for monolingual English and Spanish do not assess complex syntax adequately, and schools lack precise measures of grammatical development they can use to identify the factors contributing to children's language and literacy outcomes. Valid assessment instruments are vital to advance research and educational practices with typically-developing monolingual and bilingual speakers schooled in one or two languages. Our innovation is the creation of new theoretically-motivated linguistic measures in Spanish and English informed by linguistic theory and language acquisition research to assess auditory comprehension of complex grammatical structures in Spanish and English that are crucial for literacy development. The goal of this project is to validate new picture-based comprehension tasks with 100 monolingual and 50 bilingual speakers of Spanish and of English, 9- to10-year old (75 children, 75 adults). Specific Aim 1 examines the validity of the new language measures in Spanish testing verbal passives, relative clauses, and pronoun interpretation and their relationship to global proficiency, literacy and cognitive measures. Specific Aim 2 examines the validity of the new measures in English testing the same structures. To examine criterion-related validity, scores on the new language tasks will be correlated with established global proficiency measures--the three Spanish and three English subtests from the Woodcock Johnson IV Tests of Oral Language, and established literacy measures: the passage comprehension and reading fluency sections in Spanish from the Batería III Woodcock-Muñoz, and the equivalent English subtests from the Woodcock-Johnson IV Achievement Test. To determine whether potential difficulty with complex grammar comprehension by the bilingual children is related to phonological working memory or to incomplete acquisition of Spanish and/or English, performance on the new linguistic tasks will be correlated with scores on established cognitive measures of executive functioning and phonological working memory. Once validated, our new linguistically informed tests will allow us to make progress methodologically and theoretically, to understand typically-developing monolingual and dual language profiles, and to address the inextricable links between complex grammar, cognitive functioning, and written language. The knowledge gained from this project will be critical for developing effective assessment, instruction, and intervention strategies to promote robust language and literacy skills and academic success in the Hispanic population.

强大的语言能力是发展扫盲的基础。该项目调查了如何 语法发展与9至10岁单语的西班牙语的扫盲发展有关 通过评估复杂的理解，单语英语和西班牙语 - 英语双语儿童 语法结构通过增加学校中书面语言的曝光而掌握。适当 衡量儿童后来的语法发展，我们需要特定和理论动机的诊断 我们目前缺乏的复杂句法知识的测试。现有的单语英语工具 西班牙语不能适当评估复杂的语法，学校缺乏语法的精确度量 他们可以用来确定导致儿童语言和识字结果的因素。 有效的评估工具对于通常开发的研究和教育实践至关重要 单语言和双语演讲者以一种或两种语言为教育。我们的创新是创造新的 以语言理论和语言告知的西班牙语和英语的理论动机措施 获取研究以评估西班牙语和西班牙语复杂语法结构的听觉理解 对于扫盲发展至关重要的英语。该项目的目的是验证新的基于图片的 具有100个单语和50个双语的西班牙语和英语的双语扬声器的理解任务，9至10年 旧（75名儿童，75名成人）。特定的目标1考试西班牙语新语言测量的有效性 测试口头被动，相对条款和代词解释及其与全球水平的关系， 识字和认知测量。特定的目标2考试英语测试中新测量的有效性 相同的结构。为了检查与标准相关的有效性，新语言任务的分数将相关联 具有既定的全球水平措施 - 三个西班牙语和三个英语子测验 Woodcock Johnson IV口服语言测试，并已建立的扫盲措施：密码 来自BateríaIIIWoodcock-Muñoz的西班牙语的理解和阅读流利部分， 来自Woodcock-Johnson IV成就测试的同等英语子测验。确定潜力是否 双语儿童的复杂语法理解困难与语音工作有关 记忆或不完整地获取西班牙语和/或英语，在新语言任务上的表现将是 与执行功能和语音工作的既定认知测量值的分数相关 记忆。一旦验证，我们的新的语言知情测试将使我们能够从方法上取得进展 和理论上，要了解通常开发的单语和双语语言概况，并解决 复杂的语法，认知功能和书面语言之间的不可隔离联系。知识 从该项目中获得的收益对于制定有效的评估，说明和干预至关重要 在西班牙裔人群中促进强大的语言和识字能力和学术成就的策略。