Sharing Books With Children

NCT03006744 | Withdrawn

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

Brief Summary

The promotion of language and communicative development in the early years is extremely important. Children who enter school with good language skills have better educational and economic success. This study is part of a large project across Liverpool, Manchester and Sheffield Universities to determine how shared reading promotes child language development, and use this knowledge to make it an effective language boosting tool for children across the whole socio-economic spectrum. The overall project includes:

• observational studies to identify what language boosting behaviours are responsible for shared reading's effectiveness, and how parents from different socio-economic groups use these behaviours during shared reading;
• intervention studies to evaluate packages designed to train parents in the use of specific language boosting behaviours during reading;
• a qualitative exploration of the reasons people may not read with their children. This study will provide training to parents on how to develop their children's attention to the features of words while reading books with them. The research questions are: i) Is specific training focused on the sound properties of words during shared reading more effective at developing children's phonological awareness and language than general advice on the importance of reading with children? ii) Do children with speech sound disorder and typically developing children respond differently to intervention? iii) To what extent are differences in training implementation and effects explained by socio-economic status? Our participants will be parents and their children, aged 30-54 months, with a diagnosis of speech sound disorder. They will be recruited via speech and language therapy services in the North West. Data collection will be carried out by the research team in participants' homes, taking 3-4 hours in total over 2-3 appointments. The sessions will be audio-recorded; parents will complete questionnaires, and children's language and speech will be assessed with standardised and in-house tests.

Conditions

Speech Sound Disorder

Outcome Measures

Primary Outcomes (4)

• Change in standardised Preschool Inventory of Phonological Awareness: Rhyme awareness subtest score

  Change in score from the baseline to the post-training rhyme awareness PIPA subtest, which measures the ability of a child to identify a non-rhyming word embedded in a set of three rhyming words.

  6 weeks

• Change in standardised Preschool Inventory of Phonological Awareness: Alliteration awareness subtest score

  Change in score from the baseline to the post-training alliteration awareness PIPA subtest, which measures the ability of a child to identify a non-alliterative word embedded in a set of three alliterative words.

  6 weeks

• Change in standardised Preschool Inventory of Phonological Awareness: Phoneme isolation subtest score

  Change in score from the baseline to the post-training phoneme isolation PIPA subtest, which measures the ability of child to identify the first phoneme of a spoken word that is presented with visual aid.

  6 weeks

• Change in custom designed Syllable segmentation test score.

  Change in score from the baseline to the post-training syllable segmentation score, which is a custom designed test which measures a child's ability to segment words into their constituent syllables.

  6 weeks

Study Arms (2)

Phonological awareness training

EXPERIMENTAL

Parents will be given specific training on how to improve phonological awareness using books provided by the investigator. Parents watch a video with examples of how to improve phonological awareness. Suggestions include placing emphasis on rhyme and alliteration, segmenting long words into syllables and talking about how words sound and what they mean.

Behavioral: Phonological awareness training

Reading enjoyment training

PLACEBO COMPARATOR

Parents will be given general training on how to make reading fun. Parents watch a video with examples of how they can bring books to life with funny voices, actions, and so on. The training is of a similar duration to the intervention arm.

Behavioral: Reading enjoyment training

Interventions

Phonological awareness training BEHAVIORAL

Training on specific ways to improve children's phonological awareness by making them more aware of the sound structure of words.

Phonological awareness training

Reading enjoyment training BEHAVIORAL

Training on how to make reading enjoyable for children.

Reading enjoyment training

Eligibility Criteria

• Age: 42 Months - 54 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• known to speech and language therapists with a diagnosis of speech sound disorder OR recognised by parents as having less mature speech production than their peers AND perform below criterion on a brief speech sound production screening assessment

You may not qualify if:

• a known neurological diagnosis (such as Down Syndrome, Autism, Cerebral Palsy)
• born before 37 weeks gestation (premature)
• weighed less than 5lb 9oz at birth (low birth weight)
• a permanent impairment of vision (unless remediated by visual aids) or hearing
• 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.
• exposure to 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)

Sponsors & Collaborators

• University of Manchester: lead
• Economic and Social Research Council, United Kingdom: collaborator
• University of Liverpool: collaborator

Study Sites (1)

The University of Manchester

Manchester, Greater Manchester, M13 9PL, United Kingdom

Location

Related Publications (8)

• Blanden, J. Bucking the trend: What enables those who are disadvantaged in childhood to succeed later in life? London: Department of Work and Pensions. 2006

  BACKGROUND

• Bus AG, van Ijzendoorn MH, Pellegrini AD, Bus AG, van Ijzendoorn MH, Pellegrini AD. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1): 1, 1995

  BACKGROUND

• Hoff E. The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Dev. 2003 Sep-Oct;74(5):1368-78. doi: 10.1111/1467-8624.00612.

  PMID: 14552403 BACKGROUND

• Jordan GE, Snow CE, Porche MV. Project EASE: The effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quarterly, 35(4): 524-546, 2000

  BACKGROUND

• Locke A, Ginsborg J, Peers I. Development and disadvantage: implications for the early years and beyond. Int J Lang Commun Disord. 2002 Jan-Mar;37(1):3-15. doi: 10.1080/13682820110089911.

  PMID: 11852457 BACKGROUND

• 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: 409-431, 2010

  BACKGROUND

• Mol SE, Bus AG, De Jong MT, Smeets DJM, Mol S, Bus A et al. Added value of dialogic Parent-Child book readings: A meta-analysis. Early Education and Development, 19(1): 7, 2008

  BACKGROUND

• Sutton Trust (2012). Social mobility and education gaps in the four major Anglophone countries. Report of The Sutton Trust/Carnegie Social Mobility Summit held at the Royal Society.

  BACKGROUND

MeSH Terms

Conditions

Speech Sound Disorder

Condition Hierarchy (Ancestors)

Communication Disorders; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Anne Hesketh, PhD

  The University of Manchester

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: December 20, 2016
• First Posted: December 30, 2016
• Study Start: March 1, 2017
• Primary Completion: March 14, 2017
• Study Completion: March 14, 2017
• Last Updated: January 11, 2019

Record last verified: 2019-01

Data Sharing

• IPD Sharing: Will not share

Locations

GB (1)