Evaluating the Effectiveness of the Reader Organisation's Get Into Reading Intervention

NCT02659579 | Completed

• 1 other identifier: ES/M003752/1
• Study Type: interventional
• Target: 85
• Locations: 1 country
• Sites: 1

Brief Summary

The investigators will evaluate the effectiveness of a parent-child shared reading intervention run by The Reader Organisation. The investigators will be asking parents and children across Liverpool to either (i) attend a weekly shared reading programme or (b) to attend a weekly children's reading group at a library. The investigators will look at how the reading groups affect children's language development, by comparing children's language development before having gone to these groups and after they have attended these groups.

Conditions

Language Development

Keywords

Shared Book Reading; Vocabulary; Language Development; Young Children; Randomised Control Trial

Outcome Measures

Primary Outcomes (1)

• Change in baseline language skills: British Picture Vocabulary Scale: Third edition

  The British Picture Vocabulary Scale: Third edition (BPVS3) will be administered to children baseline, 4 weeks, and 6 months after intervention. The BPVS3 assesses a child's receptive vocabulary; for each question, the researcher says a word and the child responds by selecting a picture from four options that best illustrates the word's meaning.

  Baseline and 4 weeks after intervention and 6 months after the intervention

Secondary Outcomes (9)

• Change in baseline language skills: Clinical Evaluation of Language Fundamentals - Preschool 2 UK.

  Baseline, 4 weeks after intervention and 6 months after the intervention

• Parent Child Questionnaire

  Baseline and 4 weeks after intervention

• Family Questionnaire

  Baseline

• Family Reading Questionnaire

  Baseline and 4 weeks after intervention

• Children's Title Checklist

  Baseline and 4 weeks after intervention

Study Arms (2)

The Reader Organisation's Shared Reading Programme

EXPERIMENTAL

In the Reader Organisation's Shared Reading Programme, parents and children will attend The Reader Organisation's weekly shared reading programme for 8 weeks. The programme consists of two different modules. Parents will attend 'Magical Storytimes' with their children, in which a collection of shared book reading sessions are led by a project worker. Parents will also attend sessions on their own ('Stories for you and Yours') in which they will be informed how to choose books and read interactively with their child.

Behavioral: The Reader Organisation's Shared Reading Programme

Shared Reading control

ACTIVE COMPARATOR

In the Shared Reading control parents and children will attend a weekly shared reading group at a library for 8 weeks where parents/children will read in a shared reading group which will be coordinated by a group facilitator.

Behavioral: Shared Reading control

Interventions

The Reader Organisation's Shared Reading Programme BEHAVIORAL

In The Reader Organisation's Shared Reading Programme, parents and children will attend weekly shared book reading sessions for 8 weeks which focus predominately on how to read interactively with children.

The Reader Organisation's Shared Reading Programme

Shared Reading control BEHAVIORAL

Parents and children will attend a weekly shared reading group at a library for 8 weeks

Shared Reading control

Eligibility Criteria

• Age: 36 Months - 59 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

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.

Sponsors & Collaborators

• Caroline Rowland: lead

Study Sites (1)

Livepool Language Lab at the University of Liverpool

Liverpool, Merseyside, L69 7ZA, United Kingdom

Location

Study Officials

• Caroline F Rowland, PhD

  University of Liverpool

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Prof

Study Record Dates

• First Submitted: January 7, 2016
• First Posted: January 20, 2016
• Study Start: February 1, 2016
• Primary Completion: February 1, 2017
• Study Completion: February 1, 2017
• Last Updated: October 24, 2018

Record last verified: 2018-10

Data Sharing

• IPD Sharing: Will share

Locations

GB (1)