Partial Word Knowledge Growth in Children With LLD
|Study Design:||Observational Model: Case Control
Time Perspective: Prospective
|Official Title:||Partial Word Knowledge Growth in Children With LLD|
- Percent words learned for each of 5 partial word knowledge types [ Time Frame: 2 weeks ] [ Designated as safety issue: No ]
|Study Start Date:||May 2006|
|Study Completion Date:||December 2009|
|Primary Completion Date:||December 2009 (Final data collection date for primary outcome measure)|
Children with language-learning disabilities reading at approximately a 6th grade level
Typical language learners each of whom is pair match to an experimental participant by age and gender.
Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender.
The purpose of this line of research is to examine the process by which children acquire partial meanings of unfamiliar words when they encounter the words for the first time in reading.
The proposed pilot study requires 6th grade children to attend three, 1-hour sessions, 2-3 days apart. The protocol for the present study is as follows: In the first session, the parents of the children will complete a consent form and a parent questionnaire; the children will complete an assent form, similar to the consent but with simpler language. Next, one half of the children will complete two pre-tests: a checklist and a multiple choice test; the other half will complete the checklist and a distracter task. In the second session, the children will read 2 of 4 possible stories, grade-appropriate in reading level and content. After reading each story, the children will be asked to write a one-page summary of the story. In the third session the children will all complete the checklist and multiple choice measure. These measures, as post-tests, are designed to assess the types of word knowledge children accrue when they read an unfamiliar word in a story.
The purpose of the proposed pilot study, then, is to assess the adequacy of the multiple choice measure, which is newly developed, for word knowledge measurement. In addition, the study will assess whether the group who received the multiple choice measure before reading the stories performs better on the posttests than the children who received only the checklist in the pretest phase. In sum, then, the purposes of the pilot are (a) to assess the adequacy of the new multiple choice measure for detecting word knowledge, and (b) to assess the adequacy of the design, prior to conducting the large-scale experiment later.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00547833
|United States, Missouri|
|Univ. of Missouri Dept. of Communication Science & Disorders|
|Columbia, Missouri, United States, 65211|
|Principal Investigator:||Stacy A Wagovich, PhD||University of Missouri-Columbia|