Reach Out and Read Arabic to Promote Arabic Literacy in Toddlers

NCT03847675 | Terminated

• 1 other identifier: PED.LC.13
• Study Type: interventional
• Target: 20
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this study is to encourage parents to read Arabic books to their children from an early age and by extension children will be more likely to read Arabic books and ultimately improve their Arabic literacy. The investigators' hypothesis is that an adapted "Reach Out and Read" program will result in an increase in the proportion of parents reading Arabic books to their children after the intervention.

Conditions

Child Development

Keywords

Reach out and Read; Arabic literacy; Child development

Outcome Measures

Primary Outcomes (1)

• Proportion of parents reading Arabic books to their children

  Measure the proportion of parents reading Arabic books to their children after 3 intervention visits, when their child is about 15 months of age. Parental reading is defined as reading for a minimum of 10 minutes daily for at least 5 days per week.

  3 years

Secondary Outcomes (3)

• Weekly frequency of parental reading in Arabic before, and after the intervention

  3 years

• Children's vocabulary and language / words'

  3 years

• Children's early developmental milestones

  3 years

Study Arms (2)

Intervention

EXPERIMENTAL

The research assistant introduces the adapted 'Reach out and Read" program and informs participants about the benefits of reading to children at an early age. A 4:50 minutes video clip would be shown during the initial visit. This video discusses the benefits of reading displaying practical tips for parents; it includes tips on how to read, pointing at the words. A schematic pamphlet highlighting the importance of reading Arabic to children and the impact of such reading on children's brain development, vocabulary acquisition and behavior in addition to the impact on the parent child bond and relationship is given to the parents. After each visit participants will receive an age appropriate book for their child. Focus groups will be conducted by a qualitative researcher

Behavioral: Reach out and Read

Control

NO INTERVENTION

The research assistant gives routine advice on child development including importance of reading and advice on nutrition and safety and gives parents a leaflet about early child development and complementary feeding

Interventions

Reach out and Read BEHAVIORAL

The intervention group will be viewing a video encouraging to read to their children and giving tips on reading methods, in addition will be given a schematic pamphlet highlighting the importance of reading Arabic to children. After each visit participants will receive an age appropriate book for their child (a total of 3 books). The first book consist of popular nursery rhymes that are usually sung for younger infants. The choice of the 2 other books is based on recommendations from an early child educator according to age specificity. Focus group conducted by a qualitative researcher will follow the protocol reported by Richard A. Krueger.

Intervention

Eligibility Criteria

• Age: 4 Months - 6 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Parents must identify the study's settings as the usual site for their child regular checkups
• Families are eligible if at least one parent understands, speaks and reads Arabic.
• The child's age between 4 and 6 months at the time of the enrollment

You may not qualify if:

• Children diagnosed or displaying severe behavioral, cognitive, or physical impairment, that prevents them in meaningfully engaging in a reading activity example: severe autism, profound developmental or intellectual delay.

Sponsors & Collaborators

• American University of Beirut Medical Center: lead

Study Sites (1)

American University of Beirut

Beirut, 1107 2020, Lebanon

Location

Related Publications (2)

• Duursma E, Augustyn M, Zuckerman B. Reading aloud to children: the evidence. Arch Dis Child. 2008 Jul;93(7):554-7. doi: 10.1136/adc.2006.106336. Epub 2008 May 13. No abstract available.

  PMID: 18477693 BACKGROUND

• Kuhl PK. Early Language Learning and Literacy: Neuroscience Implications for Education. Mind Brain Educ. 2011 Sep;5(3):128-142. doi: 10.1111/j.1751-228X.2011.01121.x.

  PMID: 21892359 BACKGROUND

Study Officials

• Lama Charafeddine, MD

  American University of Beirut Medical Center

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, INVESTIGATOR, OUTCOMES ASSESSOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor of Pediatrics and Neonatology

Model Details: An experimental double blinded parallel arms randomized controlled trial with pre and post-intervention assessment over a period of 12 months with a follow up plan at 2 and 3 years of age

Study Record Dates

• First Submitted: January 24, 2019
• First Posted: February 20, 2019
• Study Start: November 1, 2018
• Primary Completion: May 30, 2022
• Study Completion: July 30, 2022
• Last Updated: February 8, 2023

Record last verified: 2022-02

Locations

LE (1)