Word Learning in Reading and Language Impairment Subgroups

阅读和语言障碍亚组中的单词学习

• 批准号: 10424408
• 负责人: Suzanne M. Adlof
• 金额: $ 70.02万
• 依托单位: UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-05 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10424408
• 关键词: Address; Child; Cognitive; Communication impairment; Data; Development; Disease; Dyslexia; Employment Opportunities; Goals; Home environment; Individual; Individual Differences; Instruction; Language; Language Development; Learning; Learning Disabilities; Linguistics; Link; Longitudinal Studies; Measures; Methodology; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Only Child; Oral; Outcome; Population; Procedures; Prognosis; Public Health; Quality of life; Reading; Research; Sampling Studies; Schools; Scientific Inquiry; Services; Special Education; Subgroup; Testing; Vocabulary; Work; base; clinical decision-making; clinical practice; clinically relevant; comorbidity; critical period; design; dosage; experimental study; field study; fourth grade; improved; innovation; language impairment; literacy; long term memory; novel; peer; reading comprehension; second grade; skills; specific language impairment; standardize measure; theories; word learning; Address; Child; Cognitive; Communication impairment; Data; Development; Disease; Dyslexia; Employment Opportunities; Goals; Home environment; Individual; Individual Differences; Instruction; Language; Language Development; Learning; Learning Disabilities; Linguistics; Link; Longitudinal Studies; Measures; Methodology; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Only Child; Oral; Outcome; Population; Procedures; Prognosis; Public Health; Quality of life; Reading; Research; Sampling Studies; Schools; Scientific Inquiry; Services; Special Education; Subgroup; Testing; Vocabulary; Work; base; clinical decision-making; clinical practice; clinically relevant; comorbidity; critical period; design; dosage; experimental study; field study; fourth grade; improved; innovation; language impairment; literacy; long term memory; novel; peer; reading comprehension; second grade; skills; specific language impairment; standardize measure; theories; word learning

! Project Summary/Abstract Children with language-based learning disabilities, including specific language impairment (SLI) and dyslexia, comprise over 57% of children receiving special education services in public schools (> 3 million children). Although they are separate disorders, SLI and dyslexia frequently co-occur in the same individuals. Difficulty learning new words is considered a central feature of SLI, whereas for children with dyslexia, vocabulary deficits are typically viewed as a byproduct, rather than a cause, of reading problems. However, most studies of word learning in children with SLI and dyslexia have involved heterogeneous groups, which likely contain many cases of comorbidity. Our research team has been the first to study word learning in children with SLI who have good word reading skills (SLI-only) and children with dyslexia who have good oral language skills (dyslexia-only) as compared to children with both SLI and dyslexia (SLI+DYS) and peers with typical development (TD). Our convincing preliminary results suggest a paradox between experimental word learning studies and standardized measures of vocabulary size. First, despite performing comparably to TD peers on standardized measures of vocabulary size, children with dyslexia-only have considerable difficulty learning novel words in experimental word-learning paradigms. Second, children with SLI-only performed significantly better than those with dyslexia-only despite scoring significantly lower than those with dyslexia-only on standardized measures of vocabulary size. Our long-term goal is to better understand the paradox between experimental word-learning studies and standardized measures of vocabulary size and to inform clinical practice with regard to the assessment and treatment of word-learning deficits as related to literacy outcomes. In this project, we will test theory-driven, clinically relevant hypotheses about word learning and its relation to literacy outcomes in a longitudinal study of children with SLI, dyslexia or both (SLI+DYS) compared to their TD peers, from 2nd to 4th grade. Specific aims are: (1) to test three theory-driven factors that may explain SLI and dyslexia subgroup differences in word-learning at 2nd grade: quantity of exposures, type of instruction, and stages of word learning; (2) to determine the contribution of linguistic, domain-general, and home environment measures to explain individual differences in 2nd grade word learning; and (3) to predict literacy outcomes in 4th grade from measures of word learning in 2nd grade. These aims fill theoretical gaps regarding the mechanisms for word-learning deficits in children with SLI and dyslexia and address methodological limitations of past studies by considering comorbidity and including carefully selected groups of children with a range of language and literacy abilities. Important innovations include connecting disparate lines of inquiry (experimental word learning and academic outcomes; SLI and dyslexia), contrasting theoretical factors with relevance to clinical decision-making (dosage, type of instruction, learning stage), and using an ecologically valid incidental word- learning paradigm that reflects how children learn words from electronic media. !

呢 项目摘要/摘要 具有基于语言的学习障碍的儿童，包括特定的语言障碍（SLI）和阅读障碍， 在公立学校接受特殊教育服务的儿童中，超过57％（> 300万儿童）。 尽管它们是单独的疾病，但在同一个人中经常同时发生疾病和阅读障碍。困难 学习新单词被认为是SLI的核心特征，而对于阅读障碍，词汇的儿童 缺陷通常被视为阅读问题的副产品而不是原因。但是，大多数研究 患有SLI和阅读障碍儿童的单词学习涉及异质群体，可能包含 许多合并症。我们的研究团队是第一个研究SLI儿童的单词学习 他们具有良好的单词阅读能力（仅sli-limy）和具有良好口述语言能力的诵读困难的孩子 （仅读者）与患有SLI和阅读障碍的儿童（SLI+DYS）和典型的同龄人相比 开发（TD）。我们令人信服的初步结果表明实验单词学习之间有一个悖论 研究和词汇大小的标准化度量。首先，尽管与TD同行的表现相当 词汇大小的标准化度量，只有阅读障碍的儿童学习很难学习 实验单词学习范式中的新颖单词。其次，只有Sli-limly的儿童表现出色 尽管得分明显低于仅诵读困难症的人，但仅仅比仅诵读困难症的人要好 词汇大小的标准化度量。我们的长期目标是更好地了解 实验单词学习研究和词汇大小的标准化度量并为临床提供信息 关于与识字结果相关的评估和处理文字学习赤字的练习。 在这个项目中，我们将测试与理论驱动的有关单词学习及其与之关系的临床相关假设 与他们的TD相比 同龄人，二年级至4年级。具体目的是：（1）测试三个可以解释SLI和SLI的理论驱动因素 二年级的阅读障碍亚组差异：接触的数量，指令类型和 单词学习的阶段； （2）确定语言，领域和家庭环境的贡献 解释二年级学习中个体差异的措施； （3）预测第四次识字结果 从二年级的单词学习度量来看。这些目的填补了有关机制的理论空白 对于患有SLI和阅读障碍儿童的文字学习缺陷，并解决了过去的方法论局限性 通过考虑合并症并包括精心挑选的具有一系列语言的儿童的研究 和识字能力。重要的创新包括连接不同的询问线（实验词 学习和学业成果； SLI和阅读障碍），与临床相关的理论因素对比 决策（剂量，指导类型，学习阶段）以及使用生态有效的偶然词 学习范式反映了孩子如何从电子媒体中学习单词。 呢