Kindergarten Children Acquiring Words Through Storybook Reading
KAWStory
Interactive Book Reading to Accelerate Word Learning by Children With SLI
2 other identifiers
interventional
48
1 country
1
Brief Summary
Children with Specific Language Impairment (SLI) are slower to learn new words than their peers, placing them at risk for academic failure. In this study, we are improving a storybook reading treatment to help Kindergarten children with SLI learn new words. In this study, we compare three versions of book reading that vary in how often children are tested on, meaning asked to talk about, the words they are learning in the book: low vs. mid vs. high testing. We then examine which version of the treatment leads to better learning of the words during treatment and remembering of the words after treatment. We also seek to understand individual differences in treatment outcomes by examining pre-treatment predictors as well as progress during and after treatment.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P25-P50 for not_applicable
Started Jul 2018
Longer than P75 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
July 2, 2018
CompletedStudy Start
First participant enrolled
July 2, 2018
CompletedFirst Posted
Study publicly available on registry
July 13, 2018
CompletedPrimary Completion
Last participant's last visit for primary outcome
June 30, 2023
CompletedStudy Completion
Last participant's last visit for all outcomes
June 30, 2023
CompletedResults Posted
Study results publicly available
December 2, 2025
CompletedDecember 2, 2025
June 1, 2025
5 years
July 2, 2018
October 1, 2025
November 18, 2025
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Change in Definition Scores From Pre- to 12-weeks Post-treatment
This outcome measure indicates the total number of words children responded to correctly at post-test after subtracting the total number of words correct at pre-test. For the definition scores, this includes the total number of words that the child provided correct definitions for at post-test minus the number of words that the child provided correct definition scores at pre-test. For each child, there was a total of 30 taught words and 30 untaught words. Thus, for all word learning outcomes the range is 0-30. For all assessments of word learning, higher values represent a better outcome. In this study, the subscales are not combined into a total score.
20 weeks: pre-treatment, treatment (7.5 weeks), 12-weeks post-treatment
Secondary Outcomes (1)
Change in Naming Scores From Pre- to 12-weeks Post-treatment
20 weeks: pre-treatment, treatment (7.5 weeks), 12-weeks post-treatment
Other Outcomes (1)
Change in Untaught Vocabulary
10 weeks: pre-treatment, treatment (7.5 weeks), immediate post-treatment
Study Arms (3)
Low Testing
EXPERIMENTALChildren will receive 0 testing (talking) exposures and 6 listening exposures for a total of 6 exposures to each word. This is a listening only condition with minimal testing.
Mid Testing
EXPERIMENTALChildren will receive 2 testing (talking) exposures and 4 listening exposures for a total of 6 exposures to each word. This is a listening and talking condition with mostly listening.
High Testing
EXPERIMENTALChildren will receive 4 testing (talking) exposures and 2 listening exposures for a total of 6 exposures to each word. This is a listening and talking condition with mostly talking.
Interventions
Children will be taught 30 words prior to, during, and after reading a commercially available storybook by an adult.
Eligibility Criteria
You may qualify if:
- Eligible for kindergarten enrollment Age 5-6 years Normal hearing Normal nonverbal IQ -- Nonverbal IQ of 85 or higher Language impairment as documented by language score \</= 94 on SPELT-3 or \</=91 on TNL-2 Vocabulary impairment as documented by a vocabulary score \</= 6 on DELV, \</= 6 on CELF-4 Word Classes, \</= 6 on CCC-2
You may not qualify if:
- Speaks more than one language Health history indicating neurologic or other disorder that would exclude a diagnosis of SLI (e.g., autism, developmental disability)
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
University of Kansas
Lawrence, Kansas, 66045, United States
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Limitations and Caveats
We excluded the data from 8 children from analyses whose testing schedules were disrupted due to the 2020 pandemic. These children finished the clinical trial, however, because the primary questions of this study focused on learning rates and forgetting rates, and the schedule for these children differed substantially from the other children, we elected to exclude their data as their treatment schedules would not capture learning and retention rates on the same schedule as other children.
Results Point of Contact
- Title
- Rebecca Swinburne Romine
- Organization
- University of Kansas
Study Officials
- PRINCIPAL INVESTIGATOR
Rebecca E Swinburne Romine, PhD
University of Kansas
Publication Agreements
- PI is Sponsor Employee
- No
- Restrictive Agreement
- No
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- SINGLE
- Who Masked
- OUTCOMES ASSESSOR
- Masking Details
- Pre- and post-outcome assessments will be performed by an individual blind to arm assignment.
- Purpose
- TREATMENT
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- SPONSOR
Study Record Dates
First Submitted
July 2, 2018
First Posted
July 13, 2018
Study Start
July 2, 2018
Primary Completion
June 30, 2023
Study Completion
June 30, 2023
Last Updated
December 2, 2025
Results First Posted
December 2, 2025
Record last verified: 2025-06
Data Sharing
- IPD Sharing
- Will share
- Shared Documents
- STUDY PROTOCOL, SAP, ICF, CSR
- Time Frame
- Data will become available as findings are published (in conjunction with publication)
- Access Criteria
- Data will be open access
De-identified pre-treatment test scores and pre-, during, and post-treatment outcome measures will be included as supplemental material to publications. All study information will be shared as supplemental material to publication or upon request.