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Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading

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ClinicalTrials.gov Identifier: NCT02625584
Recruitment Status : Completed
First Posted : December 9, 2015
Last Update Posted : September 14, 2018
Sponsor:
Information provided by (Responsible Party):
Caroline Rowland, University of Liverpool

Brief Summary:
The aim of this project is to determine how shared reading promotes child language development, and to use this knowledge to make it an effective language-boosting tool for children from all social and economic backgrounds.

Condition or disease Intervention/treatment Phase
Language Development Behavioral: Reading Together - Pausing for Reading Behavioral: Reading Together - Dialogic Reading Behavioral: Reading Together - Shared Reading Control Not Applicable

Detailed Description:
Two interventions will be created which are intended to boost children's vocabulary and grammar abilities, and will be assessed on how they are implemented by caregivers across different socio economic groups, and how they affect children's development of these language skills. Previous research has found dialogic reading interventions to be less effective for children from low socio-economic backgrounds. This project will investigate whether a shared reading intervention, designed to require less of a behaviour change from caregivers than dialogic reading, can be used to effectively boost vocabulary and grammar development in children across the whole socio-economic spectrum.

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 150 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Quadruple (Participant, Care Provider, Investigator, Outcomes Assessor)
Primary Purpose: Treatment
Official Title: Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading
Study Start Date : January 2016
Actual Primary Completion Date : April 2018
Actual Study Completion Date : April 2018

Arm Intervention/treatment
Shared Reading Control
Reading Together - Shared Reading Control. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will not be trained to read with their child. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Behavioral: Reading Together - Shared Reading Control
Experimental: Dialogic Reading
Reading Together - Dialogic Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a dialogic reading style. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Behavioral: Reading Together - Dialogic Reading
Experimental: Pausing for Reading
Reading Together - Pausing for Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a style which involves pausing, recasting and open questioning. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
Behavioral: Reading Together - Pausing for Reading



Primary Outcome Measures :
  1. Change in baseline language skills (PLS-5) [ Time Frame: Baseline and 6 weeks ]
    The Preschool Language Scale Fifth Edition (PLS-5) Will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use both the Auditory Comprehension and Expressive Communication scales to measure vocabulary and grammar knowledge. The PLS-5 standard scores are based on a mean of 100 with a standard deviation of 15. Scores between 85 and 115 are considered to be within the normal range.


Secondary Outcome Measures :
  1. Change in baseline syntax comprehension (CELF Preschool-2 UK) [ Time Frame: Baseline and 6 weeks ]
    The Clinical Evaluation of Language Fundamentals - Preschool 2 UK (CELF Preschool-2) will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use the 'Sentence Structure' subtest. This will allow measurement of the children's understanding of a range of simple and complex sentence structures. A sentence is read to the child and the child chooses, from a set of pictures, which picture ''goes with'' that sentence.

  2. Change in baseline caregiver dialogic reading behaviour [ Time Frame: Baseline and 6 weeks ]
    10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target dialogic reading behaviours. This will allow measurement of the caregiver's dialogic reading behaviour pre- and post-intervention.

  3. Change in baseline caregiver pause reading behaviour [ Time Frame: Baseline and 6 weeks ]
    10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target pause reading behaviours. This will allow measurement of the caregiver's pause reading behaviour pre- and post-intervention.



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Ages Eligible for Study:   30 Months to 36 Months   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • All families will be included unless they fit the exclusion criteria.

Exclusion Criteria:

  • Children born before 37 weeks gestation (premature)
  • Children who weighed less than 5lb 9oz at birth (low birth weight)
  • Children who have had an ear infection/glue ear for longer than 3 months, 4-6 ear infections within a 6 month period or another identified hearing problem (e.g. at newborn hearing screening)
  • Children with an identified developmental disability (e.g. Cerebral Palsy, Autism Spectrum Disorder, Fragile X syndrome, Muscular dystrophy, Di George syndrome, Down's syndrome, Williams syndrome)
  • Children with a hearing or visual impairment
  • Children who hear another language (not English) for 1 day or more in a typical week (please note that this also excludes children of parents who do not speak English)
  • Children whose parents have a learning disability which puts their children at risk of language delay and excludes the parents from giving informed consent on their own and on their children's behalf.

Information from the National Library of Medicine

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): NCT02625584


Locations
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United Kingdom
Liverpool Language Lab at the University of Liverpool
Liverpool, Merseyside, United Kingdom, L69 7ZA
Sponsors and Collaborators
Caroline Rowland
Investigators
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Principal Investigator: Caroline F Rowland, PhD The University of Liverpool

Publications:
Manz PH , Hughes C , Barnabas E , Bracaliello C , Ginsburg-Block M. A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly 25(4): 409-431, 2010.

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Responsible Party: Caroline Rowland, Professor, University of Liverpool
ClinicalTrials.gov Identifier: NCT02625584    
Other Study ID Numbers: RETH000849
First Posted: December 9, 2015    Key Record Dates
Last Update Posted: September 14, 2018
Last Verified: September 2018
Keywords provided by Caroline Rowland, University of Liverpool:
Shared Book Reading
Dialogic Reading
Language Development
Syntax
Vocabulary
Young Children
Randomised Control Trial
Language Intervention