Sharing Books With Children
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|ClinicalTrials.gov Identifier: NCT03006744|
Recruitment Status : Not yet recruiting
First Posted : December 30, 2016
Last Update Posted : January 9, 2017
The promotion of language and communicative development in the early years is extremely important. Children who enter school with good language skills have better educational and economic success. This study is part of a large project across Liverpool, Manchester and Sheffield Universities to determine how shared reading promotes child language development, and use this knowledge to make it an effective language boosting tool for children across the whole socio-economic spectrum. The overall project includes:
- observational studies to identify what language boosting behaviours are responsible for shared reading's effectiveness, and how parents from different socio-economic groups use these behaviours during shared reading;
- intervention studies to evaluate packages designed to train parents in the use of specific language boosting behaviours during reading;
- a qualitative exploration of the reasons people may not read with their children.
This study will provide training to parents on how to develop their children's attention to the features of words while reading books with them. The research questions are:
i) Is specific training focused on the sound properties of words during shared reading more effective at developing children's phonological awareness and language than general advice on the importance of reading with children? ii) Do children with speech sound disorder and typically developing children respond differently to intervention? iii) To what extent are differences in training implementation and effects explained by socio-economic status?
Our participants will be parents and their children, aged 30-54 months, with a diagnosis of speech sound disorder. They will be recruited via speech and language therapy services in the North West. Data collection will be carried out by the research team in participants' homes, taking 3-4 hours in total over 2-3 appointments. The sessions will be audio-recorded; parents will complete questionnaires, and children's language and speech will be assessed with standardised and in-house tests.
|Condition or disease||Intervention/treatment||Phase|
|Speech Sound Disorder||Behavioral: Phonological awareness training Behavioral: Reading enjoyment training||Not Applicable|
Show Detailed Description
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||60 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||Single (Outcomes Assessor)|
|Primary Purpose:||Basic Science|
|Official Title:||How to Promote Children's Language Development Using Family-based Shared Book Reading: Study B; Examining the Effect of Training Shared Reading Practice, With Form-emphasising Books, on Children's Language and Phonological Awareness|
|Study Start Date :||January 2017|
|Estimated Primary Completion Date :||February 2018|
|Estimated Study Completion Date :||March 2018|
Experimental: Phonological awareness training
Parents will be given specific training on how to improve phonological awareness using books provided by the investigator. Parents watch a video with examples of how to improve phonological awareness. Suggestions include placing emphasis on rhyme and alliteration, segmenting long words into syllables and talking about how words sound and what they mean.
Behavioral: Phonological awareness training
Training on specific ways to improve children's phonological awareness by making them more aware of the sound structure of words.
Placebo Comparator: Reading enjoyment training
Parents will be given general training on how to make reading fun. Parents watch a video with examples of how they can bring books to life with funny voices, actions, and so on. The training is of a similar duration to the intervention arm.
Behavioral: Reading enjoyment training
Training on how to make reading enjoyable for children.
- Change in standardised Preschool Inventory of Phonological Awareness: Rhyme awareness subtest score [ Time Frame: 6 weeks ]Change in score from the baseline to the post-training rhyme awareness PIPA subtest, which measures the ability of a child to identify a non-rhyming word embedded in a set of three rhyming words.
- Change in standardised Preschool Inventory of Phonological Awareness: Alliteration awareness subtest score [ Time Frame: 6 weeks ]Change in score from the baseline to the post-training alliteration awareness PIPA subtest, which measures the ability of a child to identify a non-alliterative word embedded in a set of three alliterative words.
- Change in standardised Preschool Inventory of Phonological Awareness: Phoneme isolation subtest score [ Time Frame: 6 weeks ]Change in score from the baseline to the post-training phoneme isolation PIPA subtest, which measures the ability of child to identify the first phoneme of a spoken word that is presented with visual aid.
- Change in custom designed Syllable segmentation test score. [ Time Frame: 6 weeks ]Change in score from the baseline to the post-training syllable segmentation score, which is a custom designed test which measures a child's ability to segment words into their constituent syllables.
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): NCT03006744
|Contact: Daphne A Barker, PhD||161 275 3458 ext email@example.com|
|Contact: Anne Hesketh, PhD||161 275 3375 ext firstname.lastname@example.org|
|The University of Manchester||Not yet recruiting|
|Manchester, Greater Manchester, United Kingdom, M13 9PL|
|Contact: Daphne A Barker, PhD 161 275 3458 ext 3458 email@example.com|
|Contact: Anne Hesketh, PhD 161 275 3375 ext 3375 firstname.lastname@example.org|
|Principal Investigator:||Anne Hesketh, PhD||The University of Manchester|