Language DisordersNCT00547833
Partial Word Knowledge Growth in Children With LLD
An observational study of Language Disorders, run by University of Missouri-Columbia at 1 site in United States.
Trial summary
Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a primary means of exposure to new vocabulary for typically developing children. Read more about this study
- Who is it for?
- Ages 12 to 18 yearsHealthy volunteers can take part
- Conditions the study is for
- Language Disorders
- How many people
- 81 participants
- Where
- 1 siteUnited States
- Study dates
- May 2006to Dec 2009
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 12 to 18 years
- All sexes
- Healthy volunteers accepted
- Child, Adult
Study population: Community Sample
Who may be able to join
- test scores indicating language and/or reading difficulties
- reading at approximately a 6th grade level
- nonverbal cognitive screening within normal limits
- hearing screening within normal limits
Who cannot join
- history of neurological conditions such as seizure disorder or TBI
- history of emotional/behavior disorder
Trial locations and contacts
1 site in 1 country.
United States1 site
Univ. of Missouri Dept. of Communication Science & Disorders
Columbia, Missouri, 65211
About this study
Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a primary means of exposure to new vocabulary for typically developing children. Although these children would not be expected to master a new word through a single exposure to it in text, children show evidence of partial word knowledge growth (e.g., Wagovich \& Newhoff, 2004). The purpose of this project is to characterize the partial word knowledge growth of children with LLD, in comparison to children with typical language skills. Five forms of partial word knowledge (e.g., orthographic, word discrimination, syntactic, emotional content, and general semantic domain knowledge) are being measured. The study's hypotheses are that children with LLD, like typically developing peers, will demonstrate partial word knowledge growth from exposure to unfamiliar words in text, but that they will show a different pattern of growth across the five forms of partial word knowledge being assessed.
Read the detailed description
The purpose of this line of research is to examine the process by which children acquire partial meanings of unfamiliar words when they encounter the words for the first time in reading.
The proposed pilot study requires 6th grade children to attend three, 1-hour sessions, 2-3 days apart. The protocol for the present study is as follows: In the first session, the parents of the children will complete a consent form and a parent questionnaire; the children will complete an assent form, similar to the consent but with simpler language. Next, one half of the children will complete two pre-tests: a checklist and a multiple choice test; the other half will complete the checklist and a distracter task. In the second session, the children will read 2 of 4 possible stories, grade-appropriate in reading level and content. After reading each story, the children will be asked to write a one-page summary of the story. In the third session the children will all complete the checklist and multiple choice measure. These measures, as post-tests, are designed to assess the types of word knowledge children accrue when they read an unfamiliar word in a story.
The purpose of the proposed pilot study, then, is to assess the adequacy of the multiple choice measure, which is newly developed, for word knowledge measurement. In addition, the study will assess whether the group who received the multiple choice measure before reading the stories performs better on the posttests than the children who received only the checklist in the pretest phase. In sum, then, the purposes of the pilot are (a) to assess the adequacy of the new multiple choice measure for detecting word knowledge, and (b) to assess the adequacy of the design, prior to conducting the large-scale experiment later.
- Conditions
- Language Disorders
- Keywords
- language disorders, language learning disabilities, vocabulary, reading
- Medical subject headings
- Language Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
| Study group | Role | What they receive |
|---|---|---|
| Experimental | Children with language-learning disabilities reading at approximately a 6th grade level | |
| Age-Matched | Typical language learners each of whom is pair match to an experimental participant by age and gender. | |
| Language-Matched | Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Percent words learned for each of 5 partial word knowledge types
Measured: 2 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 Oct 2007 (estimated)
- Study startMay 2006
- Primary completionDec 2009
- Study completionDec 2009
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Language DisordersStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Case-control
- Time perspective
- Prospective
- Enrolment
- 81 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Missouri-Columbia
- Sponsor type
- University, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Responsible party
- Sponsor
- Investigators
- Stacy A Wagovich, PhD, Principal investigator, University of Missouri-Columbia
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT00547833
- Sponsor's protocol ID
- 1011841
- Other IDs
- 1R03DC006827-01A1
- Status last verified
- Sep 2016
- First submitted
- 17 Oct 2007
- Last updated
- 4 Oct 2016
- Results posted
- No
- Data monitoring committee
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 4 Oct 2016. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Partial Word Knowledge Growth in Children With LLD
- ClinicalTrials.gov ID
- NCT00547833
- Acronym / sponsor ID
- 1011841
- Conditions
- Language Disorders
- Keywords
- language disorders, language learning disabilities, vocabulary, reading
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 81 participants (actual)
- Lead sponsor
- University of Missouri-ColumbiaUniversity, hospital or other
- Collaborators
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Study start
- May 2006
- Primary completion
- Dec 2009 (actual)
- Study completion
- Dec 2009 (actual)
- First posted
- 23 Oct 2007 (estimated)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a primary means of exposure to new vocabulary for typically developing children. Although these children would not be expected to master a new word through a single exposure to it in text, children show evidence of partial word knowledge growth (e.g., Wagovich \& Newhoff, 2004). The purpose of this project is to characterize the partial word knowledge growth of children with LLD, in comparison to children with typical language skills. Five forms of partial word knowledge (e.g., orthographic, word discrimination, syntactic, emotional content, and general semantic domain knowledge) are being measured. The study's hypotheses are that children with LLD, like typically developing peers, will demonstrate partial word knowledge growth from exposure to unfamiliar words in text, but that they will show a different pattern of growth across the five forms of partial word knowledge being assessed.
Detailed description
The purpose of this line of research is to examine the process by which children acquire partial meanings of unfamiliar words when they encounter the words for the first time in reading.
The proposed pilot study requires 6th grade children to attend three, 1-hour sessions, 2-3 days apart. The protocol for the present study is as follows: In the first session, the parents of the children will complete a consent form and a parent questionnaire; the children will complete an assent form, similar to the consent but with simpler language. Next, one half of the children will complete two pre-tests: a checklist and a multiple choice test; the other half will complete the checklist and a distracter task. In the second session, the children will read 2 of 4 possible stories, grade-appropriate in reading level and content. After reading each story, the children will be asked to write a one-page summary of the story. In the third session the children will all complete the checklist and multiple choice measure. These measures, as post-tests, are designed to assess the types of word knowledge children accrue when they read an unfamiliar word in a story.
The purpose of the proposed pilot study, then, is to assess the adequacy of the multiple choice measure, which is newly developed, for word knowledge measurement. In addition, the study will assess whether the group who received the multiple choice measure before reading the stories performs better on the posttests than the children who received only the checklist in the pretest phase. In sum, then, the purposes of the pilot are (a) to assess the adequacy of the new multiple choice measure for detecting word knowledge, and (b) to assess the adequacy of the design, prior to conducting the large-scale experiment later.
Study design
- Observational model
- Case-control
- Time perspective
- Prospective
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Experimental | – | –Children with language-learning disabilities reading at approximately a 6th grade level |
| Age-Matched | – | –Typical language learners each of whom is pair match to an experimental participant by age and gender. |
| Language-Matched | – | –Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender. |
Who may qualify
- Ages
- 12 to 18 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
- Study population
- Community Sample
Key inclusion criteria (4 listed)
- test scores indicating language and/or reading difficulties
- reading at approximately a 6th grade level
- nonverbal cognitive screening within normal limits
- hearing screening within normal limits
Key exclusion criteria (2 listed)
- history of neurological conditions such as seizure disorder or TBI
- history of emotional/behavior disorder
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Primary outcome
Percent words learned for each of 5 partial word knowledge types
Time frame: 2 weeks
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 4 Oct 2016.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Stacy A Wagovich, PhD principal investigator
University of Missouri-Columbia
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Language Disorders, run by University of Missouri-Columbia at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 4 Oct 2016. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Percent words learned for each of 5 partial word knowledge types (time frame: 2 weeks). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 4 Oct 2016.