Measuring Language Comprehension Development in the Primary Grades

衡量小学年级的语言理解能力发展

• 批准号: 10718832
• 负责人: Suzanne M. Adlof
• 金额: $ 67.51万
• 依托单位: UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-10 至 2028-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10718832
• 关键词: Academic skills; Acceleration; Achievement; Adoption; Affect; Back; Calibration; Caregivers; Characteristics; Child; Child Support; Classification; Clinical; Communication impairment; Data; Derivation procedure; Development; Diagnosis; Diagnostic; Disease; Disparity; Dyslexia; Early treatment; Education; Employment Opportunities; Ethnic Origin; Exhibits; Future; Goals; Growth; Health Services Accessibility; Impairment; Individual; Instruction; Language; Language Development; Language Development Disorders; Language Disorders; Life; Linguistics; Measurement; Measures; Mission; Modeling; Monitor; National Institute on Deafness and Other Communication Disorders; Neurodevelopmental Disorder; Outcome; Patient Recruitments; Performance; Population; Psychometrics; Public Health; Quality of life; Race; Reading; Reporting; Research; Research Design; Research Personnel; Risk; Sampling; Sampling Studies; School-Age Population; Schools; Services; Socioeconomic Status; Specificity; Speech; Students; Support System; System; Time trend; Variant; Vocabulary; Work; access disparities; aged; analytical method; bilingualism; cohort; comprehension skill; design; dual diagnosis; elementary school; epidemiology study; experience; fall risk; falls; improved; innovation; kindergarten; language comprehension; literacy; longitudinal design; novel; peer; pragmatic implementation; reading ability; reading comprehension; reading difficulties; screening; skills; spelling; standardize measure; syntax; teacher; third grade; tool

PROJECT SUMMARY Developmental language disorder (DLD) is a highly prevalent neurodevelopmental disorder with significant impacts on many aspects of life functioning including literacy, educational attainment, and employment opportunities. Unfortunately, most children with DLD are not identified and do not receive services to improve their outcomes. The long-term goal of this project is to improve the identification of DLD and to contribute to improved systems of support for language and literacy development for all children. We will characterize the developmental trajectory of language comprehension in the primary grades using novel, group-administered measures focusing on skills which (a) undergo significant development in the primary grades, (b) appear frequently in academic settings, (c) are important for reading comprehension, and (d) are appropriate for use with students from diverse cultural and linguistic backgrounds. The use of group-administered measures promotes feasibility and allows for practical implementation in real-world classrooms. Items measuring syntax, vocabulary, and derivation of novel word meanings will be developed and calibrated to create an across-grade vertical scale of measurement for language performance. Developmental change in language comprehension will be evaluated with three administrations of language comprehension measures per year in grades K and 1 (e.g., Fall, Winter, Spring) and one administration in grade 2. We will evaluate the clinical and educational validity of the novel language comprehension measures by conducting an accelerated cohort design study spanning grades K through 3 and relating them to standardized measures of language and reading abilities that will be administered once in each grade. Clinical utility will be examined using (a) traditional binary classification analyses of sensitivity, specificity, and likelihood ratios, and (b) with cutting-edge continuous measurement models. The latter models will estimate individual change along a continuum, allowing us to evaluate student trends over time rather than simplistic pass-fail criteria, which may be arbitrary and inconsistent. This information will help clinicians identify when children may appear to be achieving adequately but at risk of approaching a clinical threshold, as well as when children receiving language supports are rising back up toward a level of performance more typical of their peers or level of instruction.

项目摘要 发育语言障碍（DLD）是一种高度普遍的神经发育障碍 对生活功能的许多方面的影响，包括识字，教育成就和就业 机会。不幸的是，大多数患有DLD的儿童尚未确定，也没有获得改进的服务 他们的结果。该项目的长期目标是改善DLD的识别，并为 改善了所有儿童对语言和扫盲发展的支持系统。我们将表征 使用新颖的，群体管理的基本等级中语言理解的发展轨迹 （a）在小学中经历重大发展的技能的措施，（b）出现 在学术环境中，（c）通常对于阅读理解很重要，（d）适合使用 来自不同文化和语言背景的学生。使用团体管理措施 促进可行性，并允许在实际的教室中实施实际实施。测量语法的项目， 词汇和新单词含义的推导将开发和校准，以创建跨级 语言表现的垂直测量范围。语言理解的发展变化 将通过每年的三个语言理解措施和1年级的语言理解措施进行评估 （例如，秋季，冬季，春季）和2年级的一个政府。我们将评估临床和教育 新的语言理解措施的有效性通过进行加速队列设计研究 跨越K年级至3年级，并将其与标准化的语言和阅读能力相关 这将在每个等级中进行一次管理。临床实用程序将使用（a）传统二进制 敏感性，特异性和似然比的分类分析，以及（b）具有尖端连续的 测量模型。后一个模型将估计沿连续体的个人变化，从而使我们能够 随着时间的推移评估学生趋势，而不是简单的传递标准，这可能是任意的，并且 不一致。这些信息将帮助临床医生确定何时可能取得足够的成就 但是有接近临床阈值的风险，以及接受语言支持的孩子在上升 恢复更典型的同龄人或教学水平的表现水平。