Talk STEM Familia: Dual-Language (TSFII)

NCT04896229 | Completed Results

• 2 other identifiers: MD013619-025R44MD013619-03
• Study Type: interventional
• Target: 400
• Locations: 1 country
• Sites: 1

Brief Summary

The study will evaluate Talk STEM Familia (TSF) effects on student and parent scientific academic vocabulary knowledge and usage, scientific academic vocabulary (SAV) learning behaviors, academic self efficacy, and satisfaction with the program, including acceptance of the technology and its usability.

Conditions

Vocabulary Acquisition

Keywords

Dual language technology; scientific academic vocabulary

Outcome Measures

Primary Outcomes (4)

• Student Scientific Academic Vocabulary (SAV) Word Meaning (AVM)

  AVM (Academic Vocabulary Meaning) will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Parent SAV Word Meaning (AVM)

  AVM (Academic Vocabulary Meaning) will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Student SAV Word Usage (AVWU)

  AVMU (Academic Vocabulary Meaning Usage) will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Parent SAV Word Usage (AVWU)

  AVMU (Academic Vocabulary Meaning Usage) will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

Secondary Outcomes (7)

• Student Use of SAV: AVUB

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Parent Use of SAV: AVUB

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Student Confidence in Using SAV Words (AVC)

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Parent Confidence in Using SAV Words (AVC)

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

• Student Interest in Choosing STEM Careers (STEM)

  Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)

Study Arms (2)

Experimental: Intervention

EXPERIMENTAL

Parent/student/dyads in the treatment condition will be sent program materials via mail and text or email, including smart-speaker hardware, wireless network bridges for wireless network connectivity, and web links to Talk STEM Familia, including set-up video tutorials, and graphic instructions. Intervention activities will take place in participants' homes over the 24-week intervention period and will include using the dual-language Talk STEM Familia technology to receive instruction, practice, and feedback on academic vocabulary.

Other: Talk STEM Familia Treatment Condition

Treatment as usual

NO INTERVENTION

Parent/student dyads in this arm will receive treatment-as-usual (the vocabulary instruction regularly provided in their schools). They will receive the TSF technology after post-test data has been collected.

Interventions

Talk STEM Familia Treatment Condition OTHER

This study has one intervention and two arms: experimental and treatment as usual. Participants randomized to the treatment condition will receive the TSF technology in addition to the vocabulary instruction, monitoring, or resources delivered by English Language Development programs (ELD) and schools. TSF will deliver frequent, brief, dual-language exercises to help families learn, practice and apply SAV words in conversation. Audio-visual lessons will support learning at all literacy levels, regardless of prior familiarity with STEM subjects. The complete TSF tool will contain approximately 72 minutes of video modeling and 12 hours of interactive exercises delivered over 24-weeks in brief, interactive, easy to assimilate lessons.

Experimental: Intervention

Eligibility Criteria

• Age: 8 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Latinx English learner parent with a student (grade 4-8)
• Speaking primarily Spanish in the home
• Having a smartphone, tablet, or computer
• Having Internet in the home
• Being the student (grade 4-8) of a participating parent

You may not qualify if:

• \. N/A

Sponsors & Collaborators

• Oregon Research Behavioral Intervention Strategies, Inc.: lead
• National Institute on Minority Health and Health Disparities (NIMHD): collaborator

Study Sites (1)

Oregon Research Behavioral Intervention Strategies, Inc.

Eugene, Oregon, 97403, United States

Location

Related Publications (6)

• Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.

  BACKGROUND

• Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.

  PMID: 11280478 BACKGROUND

• Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84-93.

  BACKGROUND

• Davis, F. D., Jr. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192

  BACKGROUND

• McKeown, M., Beck, I., Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.

  BACKGROUND

• Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

  BACKGROUND

Related Links

• McKeown, M., Beck, I., Omanson, R., \& Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
• Davis, F. D., Jr. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192
• Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206.
• Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., \& Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
• Beck I, Perfetti C, Mckeown M, (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Education Psychology, 74(4): 506-521. doi:10.1037/0022-0663.74.4.506

Results Point of Contact

• Title: David Smith
• Organization: Oregon Research Behavior Intervention Strategies, Inc. dba Influents Innovations

david.smith@influetnsin.com

541-484-2123

Publication Agreements

• PI is Sponsor Employee: Yes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: INDUSTRY
• Responsible Party: SPONSOR

Model Details: One intervention and two arms: Intervention and treatment-as-usual

Study Record Dates

• First Submitted: October 29, 2020
• First Posted: May 21, 2021
• Study Start: February 1, 2021
• Primary Completion: September 12, 2024
• Study Completion: September 12, 2024
• Last Updated: May 29, 2025
• Results First Posted: May 29, 2025

Record last verified: 2025-05

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)