Promoting Caregiver Implementation of an Effective Early Learning Intervention
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age48-71
SponsorOhio State University
About this trial
The goal of this study is to examine the impact of a caregiver-implemented shared reading program, Sit Together and Read (STAR), on children ages 4 to 5 with developmental language disorder. The main questions it aims to answer are:
* how much STAR impacts children's literacy skills in the short-term and long-term--up to two-years after completing STAR. * how do caregiver supports in the form of small monetary rewards or encouraging texts help caregivers to implement STAR at its intended frequency of sessions per week.
Caregiver participants will be assigned to either a control group or one of three STAR groups. Children's skills related to literacy and learning will be assessed before the intervention starts, at the end of the intervention, and every six months post-intervention for two years.
Researchers will determine the short term and long term impacts of STAR compared to the control group. Researchers will compare the three STAR conditions to see if the rewards or encouragement helped parents to follow through with completing more STAR sessions.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
receiving or on waitlist for speech services
primary complaint of impaired language skills
receptive, expressive, or mixed language disorder
primarily communicates in English
Disqualifiers
No known additional diagnoses causal of developmental language disorder including
autism spectrum disorder
hearing loss
severe intellectual disability
Trial design
Design model
Parallel
Treatments tested in this trial
Sit Together and Read (STAR)
Other interventionSit Together and Read (STAR) features an explicit, systematic sequence of 15 objectives that target four dimensions of print knowledge: print organization, print meaning, letters, and words. These objectives are explicitly targeted in the context of repeated adult-child shared reading sessions and are systematically cycled over an intervention period so the child has repeated opportunities for acquiring the targeted print objectives. STAR is a manualized 15-week intervention.
Monetary Reward
BehavioralCaregiver receives a monetary reward of $0.50 for each session logged (up to 60 sessions) and audio-recording completed (up to 15 audio recordings).
Text Encouragement
BehavioralCaregiver receives three tailored encouraging text messages specific to each week of the Sit Together and Read intervention.
Treatment groups
320 Participants
are divided into 4 treatment groupsGroup A: Untreated ControlNo intervention 0 interventions
Group B: STAR OnlyExperimental treatment 1 intervention
Group C: STAR + RewardExperimental treatment 2 interventions
Group D: STAR + text encouragementExperimental treatment 2 interventions
Trial outcomes
Primary outcomes
1
Preschool Word and Print Awareness (PWPA)
Standardized criterion-referenced measure of children's knowledge of 15 basic print concepts
Time frame
Pretest before intervention and post-test immediately following intervention2
Phonological Awareness Literacy Screening (PALS): Alphabet Knowledge and Name Writing
PALS-Preschool is a scientifically-based phonological awareness and literacy screening and progress measure that assesses preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. We administer two subtests that measures name writing ability and upper-case and lower-case alphabet recognition.
Time frame
Pretest before intervention and post-test immediately following intervention3
The Reading House (THR)
A direct screening tool developed for use with pediatricians that allows a variety of providers to identify children who may be at risk for reading difficulties. It is a direct, book-based screener grounded in the concept of emergent literacy. TRH assessment examines 1) print knowledge, 2) alphabet knowledge, 3) letter-sound knowledge, 4) phonological awareness, 5) vocabulary, and 6) emergent writing.
Time frame
Pretest before intervention and post-test immediately following intervention4
Woodcock Johnson Test of Achievement- IV (WJ-IV): Word Attack and Letter-Word Identification
We administer two subtests of the norm referenced, standardized WJ-IV, Word Attack and Letter-Word Identification. Measure of child literacy and reading skill. We will explore avenues for data reduction, including use of a latent-variable modeling strategy.
Time frame
Completed at all assessing timepoints. Pretest, immediate post-test, 6 month follow-up, 12 month follow-up, 18 month follow-up, 24 month follow up.Sponsors and contacts
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Ohio State University
Lead sponsor
Nationwide Children's Hospital
Collaborator
Source ClinicalTrials.gov