Bilingual and cross-cultural investigation of developmental dyslexia

发展性阅读障碍的双语和跨文化调查

• 批准号: 10638548
• 负责人: Ioulia Kovelman
• 金额: $ 61.71万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-14 至 2028-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10638548
• 关键词: Adopted; Affect; Age; Architecture; Articulation Disorders; Brain; Censuses; Child; Chinese; Cognitive; Communities; Development; Developmental reading disorder; Diagnosis; Dorsal; Dyslexia; Early identification; English Learner; Faculty; Home; Inferior; Instruction; Investigation; Language; Learning; Linguistics; Maps; Measures; Morphology; Neurocognitive; Neurodevelopmental Disorder; Orthography; Participant; Pathway interactions; Play; Population; Printing; Process; Protocols documentation; Reader; Reading; Role; Schools; Semantics; Source; Specific qualifier value; System; Taiwan; Testing; base; bilingualism; experience; functional near infrared spectroscopy; individual variation; lexical; literacy; neural; neuroimaging; phonology; programs; reading ability; remediation; skills; sound; success; theories

PROJECT SUMMARY/ABSTRACT Dyslexia is a neurodevelopmental disorder of literacy that affects monolinguals and bilinguals alike, including Chinese-English bilinguals, who make up >3 million of the US population (US Census Bureau, 2015). At the onset of English-dominant schooling, bilinguals with dyslexia often experience a progressive decline in home language use. Yet, bilingualism theories pose that a bilingual’s two languages interact in ways that enhance children’s global language and literacy faculties (Hernandez, 2019). To advance literacy perspectives, we seek to understand the impact of cross-linguistic interactions on literacy development in bilinguals with dyslexia. Our objective is to uncover how Chinese-English bilingualism influences literacy development in children with dyslexia. We adopt the Lexical Quality (Perfetti 2002; 2021) framework to conceptualize dyslexia as an alteration in the development of sound-to-print and meaning-to-print associations. Chinese orthography emphasizes meaning-to-print associations (McBride, 2021). Our preliminary findings suggest that neurotypical Chinese-English bilinguals form stronger meaning-to-print associations and show stronger engagement of the semantic neurocircuits than English monolinguals, in English (Sun, 2021; 2022). The project’s hypothesis is that bilingual experiences with Chinese influence dyslexia by strengthening semantic literacy skills in English. To test this hypothesis, we focus on semantic and phonological literacy skills in Chinese-English bilinguals and English monolinguals educated in the US, and Chinese monolinguals educated in Taiwan (ages 8-10, n=365 per group, n=50 with dyslexia per group). Children will complete lexical morphology and phonology functional Near Infrared Spectroscopy (fNIRS) neuroimaging tasks and literacy measures in each of their language(s). We seek to determine the effects of bilingualism on learning to read in neurotypical bilinguals (Aim 1) and bilinguals with dyslexia (Aim 2). Direct cross-linguistic comparisons of monolinguals in the US and Taiwan will help isolate language-specific effects of bilingualism in dyslexia (Aim 3). The approach will provide empirical bases to (1) uncover mechanisms that influence literacy in bilinguals with dyslexia; (2) advance theories through cross-linguistic evidence on the development of foundational reading competences in structurally- distinct orthographies; (4) specify sources of individual variability in neuro-cognitive processes during the key periods of brain development for learning to read; (5) focus on semantic literacy skills to inform lexical morphology instruction for children with dyslexia. The project will advance our understanding of children’s emerging neural architecture for learning to read in linguistically-diverse learners with and without dyslexia.

项目概要/摘要 阅读障碍是一种读写能力的神经发育障碍，影响单语者和双语者，包括 中英双语者占美国人口超过 300 万（美国人口普查局，2015 年）。 随着以英语为主的学校教育的开始，患有阅读障碍的双语者通常会经历家庭生活的逐渐衰退 然而，双语理论认为，双语者的两种语言以增强语言使用的方式相互作用。 儿童的全球语言和识字能力（Hernandez，2019）为了推进识字观点，我们寻求。 了解跨语言互动对患有阅读障碍的双语者读写能力发展的影响。 我们的目标是揭示中英双语如何影响儿童读写能力的发展 我们采用词汇质量（Perfetti 2002；2021）框架将阅读障碍概念化为一种 汉语拼字法和义字关联发展的变化。 强调意义与印刷的关联（McBride，2021）。 汉英双语者形成更强大的意义与印刷关联，并表现出更强的参与度 英语中的语义神经回路比英语单语者的语义神经回路（Sun，2021；2022）该项目的假设是。 中文双语经验通过加强英语语义读写能力来影响阅读障碍。 为了检验这一假设，我们关注汉英双语者的语义和语音读写能力 在美国接受教育的英语单语者和在台湾接受教育的单语中文者（8-10 岁，n=365） 每组 n=50 名患有阅读障碍的儿童将完成词汇形态和语音功能。 近红外光谱 (fNIRS) 神经影像任务和每种语言的读写能力测量。 我们试图确定双语对神经典型双语者学习阅读的影响（目标 1）和 患有阅读障碍的双语者（目标 2）将与美国和台湾的单语者进行直接跨语言比较。 帮助隔离双语对阅读障碍的特定语言影响（目标 3）。 奠定以下基础：(1) 揭示影响阅读障碍双语者读写能力的机制；(2) 推进理论； 通过关于结构性基础阅读能力发展的跨语言证据 不同的拼字法；（4）明确关键时期神经认知过程中个体变异的来源 学习阅读的大脑发育阶段；（5）注重语义读写技能以告知词汇 对患有阅读障碍的儿童进行形态学指导该项目将增进我们对儿童的理解。 用于学习阅读的新兴神经架构，帮助有或没有阅读障碍的语言多样化学习者学习阅读。