Efficacy of Let's Know! First Grade

NCT06945289 | Completed

• 1 other identifier: STUDY00020398
• Study Type: interventional
• Target: 22
• Locations: 1 country
• Sites: 1

Brief Summary

Oral language skills are vital for reading comprehension. Some children, however, are at increased risk for reading comprehension difficulties due to underlying oral language deficits. School-based interventions that target children's abilities to understand and produce spoken language have shown positive effects for improving language and reading comprehension of children with typical development and those at-risk for language disorders, so it is likely that they will benefit children with low oral language skills. The purpose of this study is to examine the efficacy of a small-group intervention for improve language skills in first grade students with low oral language skills.

Conditions

Developmental Language Disorder and Language Impairment

Keywords

developmental language disorder; language intervention

Outcome Measures

Primary Outcomes (4)

• Curriculum-Aligned Vocabulary Measure

  Vocabulary measure to assess participants' knowledge of 16 vocabulary words taught during the intervention.

  From enrollment to the end of treatment at 10 weeks of intervention.

• Curriculum-Aligned Inferencing Measure

  This measure will examine students' knowledge of making inferences through narrative texts. There are 16 total questions for this measure.

  From enrollment to the end of treatment at 10 weeks of intervention.

• Curriculum-Aligned Comprehension Monitoring Measure

  This is a curriculum-aligned measure of comprehension monitoring strategies taught during intervention. There are 4 total questions for this measure.

  From enrollment to the end of treatment at 10 weeks of intervention.

• Curriculum-Aligned Text Structure Knowledge Measure

  This is a curriculum-aligned measure of text structure knowledge taught during the intervention. The participant is read a story, is asked to retell the story, and then is asked 3 questions about main events. This occurs twice for a total of 2 retells and 6 comprehension questions.

  From enrollment to the end of treatment at 10 weeks of intervention.

Study Arms (1)

Intervention

EXPERIMENTAL

2 units of a multicomponent intervention to improve vocabulary, text structure knowledge, inferencing, and comprehension monitoring within narrative and expository texts.

Behavioral: Let's Know!

Interventions

Let's Know! BEHAVIORAL

This intervention is modified from a whole-classroom intervention by LARRC, 2018 and modified by Hogan et al. used in a larger NIH R01 investigation. We are examining the efficacy of the first two units used by Hogan et al.

Intervention

Eligibility Criteria

• Age: 6 Years - 8 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• enrolled in first-grade;
• receive a score of below than 5 on two items on the Student Language Scale (Nelson et al., 2018) or be receiving school speech-language services for language impairment;
• be proficient in English, per caregiver report;
• have no other neurological impairments (e.g., intellectual disability, autism) per parent report;
• have corrected vision;
• no hearing impairment.

You may not qualify if:

• cannot be enrolled in English-Language Learner services in the school.

Sponsors & Collaborators

• Arizona State University: lead

Study Sites (1)

Arizona State University

Tempe, Arizona, 85282, United States

Location

MeSH Terms

Conditions

Language Development Disorders; Language Disorders

Condition Hierarchy (Ancestors)

Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: December 12, 2024
• First Posted: April 25, 2025
• Study Start: October 1, 2024
• Primary Completion: April 30, 2025
• Study Completion: August 31, 2025
• Last Updated: February 5, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)