How Parents Can Help Babies Learn to Talk With Picture Books.
A Randomised Control Trial to Test the Effect of Parent Contingent Talk During Shared Book Reading on Infant Language Learning.
1 other identifier
interventional
156
1 country
1
Brief Summary
The aim of this project is to test whether giving parents advice about book reading is effective in promoting language learning for infants from a range of socio-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 Aug 2016
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
May 19, 2016
CompletedFirst Posted
Study publicly available on registry
May 23, 2016
CompletedStudy Start
First participant enrolled
August 24, 2016
CompletedPrimary Completion
Last participant's last visit for primary outcome
January 30, 2018
CompletedStudy Completion
Last participant's last visit for all outcomes
March 22, 2018
CompletedMay 4, 2018
May 1, 2018
1.4 years
May 19, 2016
May 1, 2018
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Change in infant expressive vocabulary
Parents will complete a standardised assessment of vocabulary, the MacArthur-Bates Communicative Development Inventory (CDI).
Baseline: 11 months, outcome: 15 months
Secondary Outcomes (3)
Change in caregiver reported frequency of reading
Baseline: 11 months, outcome: 15 months
Infant Real Time Language Understanding: Accuracy
15 months
Infant Real Time Language Understanding: Reaction Time
15 months
Other Outcomes (1)
Change in caregiver contingent talk while book reading
Baseline: 11 months, outcome: 15 months
Study Arms (2)
Contingent Reading Intervention
EXPERIMENTALBook Provision Control
OTHERInterventions
Caregivers will be provided with 6 picture books. They will be trained to use contingent talk when looking at picture books with their infants. They will be asked to spend 10 mintues each day engaging in contingent talk while looking at picture books. The intervention will run for 4 months. Parents will be asked to keep a daily reading diary.
Caregivers will be provided with 6 picture books. They will not be trained to read with their child. They will receive information from other sources (e.g. health visitors and Book Start schemes) as normal.
Eligibility Criteria
You may qualify if:
- Infants must be:
- first born and singletons
- full term (i.e. born no more than 3 weeks prematurely)
- with birth weight over 2.5 kg.
- Primary caregivers must:
- work less than 24 hours per week (i.e., be the caregiver the child spends most time with)
- be raising their child as monolingual English speakers.
You may not qualify if:
- Neither caregivers nor infants must have any significant known physical, mental or learning disability.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
University of Sheffield
Sheffield, South Yorkshire, S10 2TN, United Kingdom
Study Officials
- PRINCIPAL INVESTIGATOR
Danielle E Matthews, PhD
University of Sheffield
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- QUADRUPLE
- Who Masked
- PARTICIPANT, CARE PROVIDER, INVESTIGATOR, OUTCOMES ASSESSOR
- Purpose
- BASIC SCIENCE
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Reader in Cognitive Development
Study Record Dates
First Submitted
May 19, 2016
First Posted
May 23, 2016
Study Start
August 24, 2016
Primary Completion
January 30, 2018
Study Completion
March 22, 2018
Last Updated
May 4, 2018
Record last verified: 2018-05
Data Sharing
- IPD Sharing
- Will share
With participants' permission, IPD will be archived in accordance with the guidelines of the University of Sheffield, the UK Data Archive and the ESRC's Research Data Policy.