Leveraging Clinic to Promote Literacy in Young Children

NCT04752943 | Completed

• 1 other identifier: 42320
• Study Type: interventional
• Target: 381
• Locations: 1 country
• Sites: 1

Brief Summary

Our primary aim of this study is to assess the impact of an early literacy text messaging program (TipsByText, TbT) for parents of children between 3 to 4-years old during an office visit without access to preschool. To assess this aim, our objectives are to specifically assess (1) child literacy using the Phonological Awareness Literacy Screening Tool (PALS-PreK) and (2) caregiver involvement using the Parent Child Interactivity Scale (PCI) pre- and post-intervention, comparing with a control group not receiving the TipsByText intervention. A secondary outcome of this study is to compare trust among families that participate in the Tips by Text (TbT) Program with families that do not participate in TbT using the Trust Evaluation Scale. Children will complete the PALS-PreK and caregivers of the children will complete the PCI and Trust Evaluation Scales.

Conditions

Literacy

Keywords

school readiness

Outcome Measures

Primary Outcomes (2)

• Change in child literacy measured by the Phonological Awareness Literacy Screening Tool (PALS-PreK) Score

  The PALS-PreK measures preschoolers' knowledge of literacy fundamentals: name writing, alphabet knowledge, sound awareness, print and word awareness, rhyme awareness, and nursery rhyme awareness. The English and Spanish PALS-PreK versions slightly differ in content, thus we standardized composite scores for both the pre and post score by language to allow fair comparisons. Lower-case alphabet recognition or letter sounds was not included in the total score for English or Spanish. Score range for English was 0 to 73 and for Spanish was 0 to 94, with higher score indicating better outcome

  Baseline and month 9

• Change in caregiver involvement measured by the Parent Child Interactivity Scale (PCI)

  The Parent Child Interactivity Scale (PCI) uses parent self-assessment and a four-point Likert scale for five items assessing reading, such as "Looked at pictures together in a book", and ten items assessing other literacy activities, such as "Practiced rhyming words". We calculated scores for reading (PCI Read), for other activities (PCI Activities), and a composite score was calculated (PCI Total). Items ranged from 0 to 3 for 15 items, thus score ranged from 0 to 45, with higher score indicating better outcome.

  Baseline and month 9

Secondary Outcomes (1)

• Change in parent trust in pediatricians using Wake Forest Physician Trust Scale

  Baseline and month 9

Study Arms (2)

Children and caregivers receiving TipsByText messages

EXPERIMENTAL

Other: Tips By Text Messages

Children and caregivers not receiving TipsByText texts

NO INTERVENTION

Interventions

Tips By Text Messages OTHER

Texts sent to caregivers meant to increase parent child interaction around literacy, sent to participants 3 x a week for 7 months

Children and caregivers receiving TipsByText messages

Eligibility Criteria

• Age: 3 Years - 5 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Parents of participants must be last least 18 years of age.
• Parents must be English and Spanish speaking, as the Tips by Text texting platform is currently in those languages.
• Child must be 3-5 years old at the time of their clinic visit.

You may not qualify if:

• Parent does not speak English or Spanish. This applies given that the texting intervention has the capacity to be conducted in these two languages.
• Parent does not have cell phone that would allow texting.
• Child is currently receiving services for delay (speech, motor, or cognitive). If the child briefly received services for delays over a year before start date of the study, they are still eligible.

Sponsors & Collaborators

• Stanford University: lead
• Santa Clara Valley Medical Center: collaborator

Study Sites (1)

Valley Medical Center

San Jose, California, 95128, United States

Location

Related Publications (4)

• Doss C, Fahle EM, Loeb S, York BN. More Than Just a Nudge Supporting Kindergarten Parents with Differentiated and Personalized Text Messages. Journal of Human Resources. 2019;54(3):567-603

  BACKGROUND

• Invernizzi M, Sullivan A, Meier J, Swank L. Phonological awareness literacy screening (PALS) PreK. . Richmond, VA: University of Virginia. 2004.

  BACKGROUND

• York BN, Loeb, S., & Doss, C. One Step at a Time: The Effects of an Early Literacy Text-Messaging Program for Parents of Preschoolers Journal of Human Resources 54(3), 537-566. 2019.

  BACKGROUND

• Chamberlain LJ, Bruce J, De La Cruz M, Huffman L, Steinberg JR, Bruguera R, Peterson JW, Gardner RM, He Z, Ordaz Y, Connelly E, Loeb S. A Text-Based Intervention to Promote Literacy: An RCT. Pediatrics. 2021 Oct;148(4):e2020049648. doi: 10.1542/peds.2020-049648. Epub 2021 Sep 20.

  PMID: 34544847 DERIVED

MeSH Terms

Conditions

Literacy

Condition Hierarchy (Ancestors)

Communication; Behavior

Study Officials

• Lisa J Chamberlain, MD, MPH

  Stanford University

  PRINCIPAL INVESTIGATOR

• Janine Bruce, MPH, DrPH

  Stanford University

  STUDY DIRECTOR

• Susanna Loeb, PhD

  Brown University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor of Pediatrics

Study Record Dates

• First Submitted: February 2, 2021
• First Posted: February 12, 2021
• Study Start: October 16, 2017
• Primary Completion: July 26, 2019
• Study Completion: July 26, 2019
• Last Updated: March 29, 2021

Record last verified: 2021-03

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)