Randomized Clinical Trial of Phonological Interventions (ECRIP)
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ClinicalTrials.gov Identifier: NCT00818428 |
Recruitment Status
: Unknown
Verified September 2009 by McGill University.
Recruitment status was: Recruiting
First Posted
: January 7, 2009
Last Update Posted
: September 23, 2009
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Condition or disease | Intervention/treatment | Phase |
---|---|---|
Speech Articulation Disorder Developmental Articulation Disorder Phonological Impairment Dyslexia | Behavioral: Speech Production Intervention Behavioral: Speech Perception Intervention Behavioral: Articulation Parent Group Behavioral: Dialogic Reading Parent Group | Phase 2 Phase 3 |
Study Type : | Interventional (Clinical Trial) |
Estimated Enrollment : | 96 participants |
Allocation: | Randomized |
Intervention Model: | Factorial Assignment |
Masking: | Single (Outcomes Assessor) |
Primary Purpose: | Prevention |
Official Title: | The Contribution of a Speech Perception Intervention to the Prevention of Phonological Awareness Deficits in Children With Speech Sound Disorders |
Study Start Date : | November 2008 |
Estimated Primary Completion Date : | July 2010 |
Estimated Study Completion Date : | July 2010 |
Arm | Intervention/treatment |
---|---|
Active Comparator: 1
Speech Production Intervention + Articulation Parent Group
|
Behavioral: Speech Production Intervention
Individual speech therapy directed at teaching the child to articulation specific speech sounds or word shapes accurately using traditional procedures such as phonetic placement and imitated and spontaneous speech production practice with feedback from the clinician about accuracy of articulatory gestures and knowledge of results.
Other Name: Articulation therapy
Behavioral: Articulation Parent Group
Parents are taught to carry out home practice activities that focus on the child's ability to correctly articulate target speech sounds and word shapes.
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Experimental: 2
Speech Production Intervention + Dialogic Reading Parent Group
|
Behavioral: Speech Production Intervention
Individual speech therapy directed at teaching the child to articulation specific speech sounds or word shapes accurately using traditional procedures such as phonetic placement and imitated and spontaneous speech production practice with feedback from the clinician about accuracy of articulatory gestures and knowledge of results.
Other Name: Articulation therapy
Behavioral: Dialogic Reading Parent Group
Parents are taught to read to their children using interactive techniques that help their children acquire new vocabulary, verbal reasoning abilities, and preliteracy skills.
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Experimental: 3
Speech Perception Intervention + Articulation Parent Group
|
Behavioral: Speech Perception Intervention
Individualized intervention in which the Speech Assessment and Interactive Learning System is used to teach the child to identify recordings of words as either correct or incorrect pronunciations of the target word. In the event that the child is completely unable to pronounce the target speech sounds or word shapes focused stimulation activities are used to provide the child with further auditory exposure to the target forms. If the child stimulable for the target forms, the child is given opportunities the produce the target speech sounds or word shapes in the context of minimal pair games in which the child receives feedback about the communicative effectiveness of his or her attempts to produce the target words.
Behavioral: Articulation Parent Group
Parents are taught to carry out home practice activities that focus on the child's ability to correctly articulate target speech sounds and word shapes.
|
Experimental: 4
Speech Perception Intervention + Dialogical Reading Parent Group
|
Behavioral: Speech Perception Intervention
Individualized intervention in which the Speech Assessment and Interactive Learning System is used to teach the child to identify recordings of words as either correct or incorrect pronunciations of the target word. In the event that the child is completely unable to pronounce the target speech sounds or word shapes focused stimulation activities are used to provide the child with further auditory exposure to the target forms. If the child stimulable for the target forms, the child is given opportunities the produce the target speech sounds or word shapes in the context of minimal pair games in which the child receives feedback about the communicative effectiveness of his or her attempts to produce the target words.
Behavioral: Dialogic Reading Parent Group
Parents are taught to read to their children using interactive techniques that help their children acquire new vocabulary, verbal reasoning abilities, and preliteracy skills.
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- Phonological Awareness (Test d'Analyse Auditive en Français [Auditory Analysis Test in French]) [ Time Frame: 12 months post treatment onset ]
- Articulation Accuracy (Test Francophone de Phonologie, Paul et Rvachew [Test of French Phonology) [ Time Frame: 6 weeks post treatment onset; 12 weeks post-treatment onset; 12 months post-treatment onset ]
- Vocabulary Knowledge (Échelle de Vocabulaire en Image Peabody [Peabody Picture Vocabulary Test - French Edition) [ Time Frame: 12 months post-treatment onset ]
- Phonological Awareness (Test de Conscience Phonologique, Brosseau-Lapre et Rvachew [Phonological Awareness Test - French Version]) [ Time Frame: 6 weeks post-treatment onset; 12 weeks post-treatment onset ]

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Ages Eligible for Study: | 48 Months to 71 Months (Child) |
Sexes Eligible for Study: | All |
Accepts Healthy Volunteers: | No |
Inclusion Criteria:
- primary diagnosis of speech articulation disorder/phonological impairment
- age 4 to 5 years of age at onset of treatment
- maternal language Canadian French (at least 75% exposure)
- must misarticulate at least two phonemes that would typically be mastered by their normally developing age peers
Exclusion Criteria:
- speech disorder is secondary to a primary condition (e.g., hearing impairment, cleft palate, autism, Down syndrome etc.)

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT00818428
Contact: Francoise Brosseau-Lapre, M.Sc.(A) | 514-398-4137 | francoise.brosseau-lapre@mail.mcgill.ca |
Canada, Quebec | |
McGill University | Recruiting |
Montreal, Quebec, Canada, H3G 1A8 | |
Contact: Francoise Brosseau-Lapre, M.Sc. (A) 514-398-4137 francoise.brosseau-lapre@mail.mcgill.ca | |
Principal Investigator: Susan Rvachew, Ph.D. | |
Montreal Children's Hospital | Recruiting |
Montreal, Quebec, Canada, H3H 1P3 | |
Contact: Francoise Brosseau-Lapre, M.Sc.(A) 514-412-4400 francoise.brosseau-lapre@mail.mcgill.ca | |
Principal Investigator: Susan Rvachew, Ph.D. |
Principal Investigator: | Susan Rvachew, Ph.D. | McGill University |
Responsible Party: | Susan Rvachew, Ph.D., S-LP(C), Associate Professor, Acting Director, School of Communication Sciences and Disorders, Faculty of Medicine, McGill University |
ClinicalTrials.gov Identifier: | NCT00818428 History of Changes |
Other Study ID Numbers: |
410-2008-0503 |
First Posted: | January 7, 2009 Key Record Dates |
Last Update Posted: | September 23, 2009 |
Last Verified: | September 2009 |
Keywords provided by McGill University:
Phonological Awareness Speech Articulation Disorder Development Articulation Disorder Phonological Impairment |
Dyslexia Speech Therapy School Transition |
Additional relevant MeSH terms:
Disease Dyslexia Articulation Disorders Speech Sound Disorder Pathologic Processes Language Disorders Communication Disorders Neurobehavioral Manifestations |
Neurologic Manifestations Nervous System Diseases Learning Disorders Signs and Symptoms Neurodevelopmental Disorders Mental Disorders Speech Disorders |