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

NCT ID: NCT02625584

Last Updated: 2018-09-14

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 150 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2016-01-31
• Study Completion Date: 2018-04-30

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.

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.

Conditions

Language Development

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: QUADRUPLE

Study Groups

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.

Group Type: OTHER

Reading Together - Shared Reading Control

Intervention Type: BEHAVIORAL

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.

Group Type: EXPERIMENTAL

Reading Together - Dialogic Reading

Intervention Type: BEHAVIORAL

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.

Group Type: EXPERIMENTAL

Reading Together - Pausing for Reading

Intervention Type: BEHAVIORAL

Interventions

Reading Together - Pausing for Reading

Intervention Type: BEHAVIORAL

Reading Together - Dialogic Reading

Intervention Type: BEHAVIORAL

Reading Together - Shared Reading Control

Intervention Type: BEHAVIORAL

Eligibility 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.

• Minimum Eligible Age: 30 Months
• Maximum Eligible Age: 36 Months
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Caroline Rowland

OTHER

Sponsor Role: lead

Responsible Party

Caroline Rowland

Professor

Responsibility Role: SPONSOR_INVESTIGATOR

Principal Investigators

Caroline F Rowland, PhD

Role: PRINCIPAL_INVESTIGATOR

The University of Liverpool

Locations

Liverpool Language Lab at the University of Liverpool

Liverpool, Merseyside, United Kingdom

Countries

United Kingdom

References

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.

Reference Type: BACKGROUND

Other Identifiers

RETH000849

Identifier Type: -

Identifier Source: org_study_id