Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading
1 other identifier
interventional
150
1 country
1
Brief Summary
The aim of this project is to determine how shared reading promotes child language development, and to use this knowledge to make it an effective language-boosting tool for children from all social and economic backgrounds.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
Started Jan 2016
Typical duration for not_applicable
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
November 24, 2015
CompletedFirst Posted
Study publicly available on registry
December 9, 2015
CompletedStudy Start
First participant enrolled
January 1, 2016
CompletedPrimary Completion
Last participant's last visit for primary outcome
April 1, 2018
CompletedStudy Completion
Last participant's last visit for all outcomes
April 1, 2018
CompletedSeptember 14, 2018
September 1, 2018
2.2 years
November 24, 2015
September 13, 2018
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Change in baseline language skills (PLS-5)
The Preschool Language Scale Fifth Edition (PLS-5) Will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use both the Auditory Comprehension and Expressive Communication scales to measure vocabulary and grammar knowledge. The PLS-5 standard scores are based on a mean of 100 with a standard deviation of 15. Scores between 85 and 115 are considered to be within the normal range.
Baseline and 6 weeks
Secondary Outcomes (3)
Change in baseline syntax comprehension (CELF Preschool-2 UK)
Baseline and 6 weeks
Change in baseline caregiver dialogic reading behaviour
Baseline and 6 weeks
Change in baseline caregiver pause reading behaviour
Baseline and 6 weeks
Study Arms (3)
Shared Reading Control
OTHERReading Together - Shared Reading Control. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will not be trained to read with their child. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Dialogic Reading
EXPERIMENTALReading Together - Dialogic Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a dialogic reading style. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Pausing for Reading
EXPERIMENTALReading Together - Pausing for Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a style which involves pausing, recasting and open questioning. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Interventions
Eligibility Criteria
You may not qualify if:
- Children born before 37 weeks gestation (premature)
- Children who weighed less than 5lb 9oz at birth (low birth weight)
- Children who have had an ear infection/glue ear for longer than 3 months, 4-6 ear infections within a 6 month period or another identified hearing problem (e.g. at newborn hearing screening)
- Children with an identified developmental disability (e.g. Cerebral Palsy, Autism Spectrum Disorder, Fragile X syndrome, Muscular dystrophy, Di George syndrome, Down's syndrome, Williams syndrome)
- Children with a hearing or visual impairment
- Children who hear another language (not English) for 1 day or more in a typical week (please note that this also excludes children of parents who do not speak English)
- Children whose parents have a learning disability which puts their children at risk of language delay and excludes the parents from giving informed consent on their own and on their children's behalf.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
- Caroline Rowlandlead
Study Sites (1)
Liverpool Language Lab at the University of Liverpool
Liverpool, Merseyside, L69 7ZA, United Kingdom
Related Publications (1)
Manz PH , Hughes C , Barnabas E , Bracaliello C , Ginsburg-Block M. A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly 25(4): 409-431, 2010.
BACKGROUND
Study Officials
- PRINCIPAL INVESTIGATOR
Caroline F Rowland, PhD
The University of Liverpool
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- QUADRUPLE
- Who Masked
- PARTICIPANT, CARE PROVIDER, INVESTIGATOR, OUTCOMES ASSESSOR
- Purpose
- TREATMENT
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- SPONSOR INVESTIGATOR
- PI Title
- Professor
Study Record Dates
First Submitted
November 24, 2015
First Posted
December 9, 2015
Study Start
January 1, 2016
Primary Completion
April 1, 2018
Study Completion
April 1, 2018
Last Updated
September 14, 2018
Record last verified: 2018-09