Language DevelopmentNCT02625584
Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading
A study testing Reading Together - Pausing for Reading and Reading Together - Dialogic Reading in people with Language Development, run by Caroline Rowland at 1 site in United Kingdom.
Trial 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. Read more about this study
- Who is it for?
- Ages 30 to 36 monthsHealthy volunteers can take part
- Conditions the study is for
- Language Development
- What is being tested?
- Reading Together - Pausing for Reading and Reading Together - Dialogic Reading
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 150 participants
- Where
- 1 siteUnited Kingdom
- Study dates
- Jan 2016to Apr 2018
- Phase
- Interventional
- 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 30 to 36 months
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- All families will be included unless they fit the exclusion criteria.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country.
United Kingdom1 site
Liverpool Language Lab at the University of Liverpool
Liverpool, Merseyside, L69 7ZA
About this study
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.
Read the 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
- Being tested
- Reading Together - Pausing for Reading, Reading Together - Dialogic Reading, Reading Together - Shared Reading Control
- Keywords
- Shared Book Reading, Dialogic Reading, Language Development, Syntax, Vocabulary, Young Children, Randomised Control Trial, Language Intervention
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Reading Together - Pausing for ReadingBehavioural
Reading Together - Dialogic ReadingBehavioural
Reading Together - Shared Reading ControlBehavioural
| Study group | Role | What they receive |
|---|---|---|
| Shared Reading Control | Other | 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. Receives: Behavioral: Reading Together - Shared Reading Control |
| Dialogic Reading | Experimental | 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. Receives: Behavioral: Reading Together - Dialogic Reading |
| Pausing for Reading | Experimental | 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. Receives: Behavioral: Reading Together - Pausing for Reading |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in baseline language skills (PLS-5)
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.
Measured: Baseline and 6 weeks
Secondary outcomes (3)
Change in baseline syntax comprehension (CELF Preschool-2 UK)
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.
Measured: Baseline and 6 weeks
Change in baseline caregiver dialogic reading behaviour
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.
Measured: Baseline and 6 weeks
Change in baseline caregiver pause reading behaviour
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.
Measured: Baseline and 6 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted9 Dec 2015 (estimated)
- Study startJan 2016
- Primary completionApr 2018
- Study completionApr 2018
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Language DevelopmentStudies 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
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Quadruple blind
- Who is masked
- Participant, Care provider, Investigator, Outcomes assessor
- Enrolment
- 150 participants (actual)
Sponsor and investigators
- Lead sponsor
- Caroline Rowland
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Caroline Rowland, University of Liverpool
- Investigators
- Caroline F Rowland, PhD, Principal investigator, The University of Liverpool
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT02625584
- Sponsor's protocol ID
- RETH000849
- Status last verified
- Sep 2018
- First submitted
- 24 Nov 2015
- Last updated
- 14 Sep 2018
- Results posted
- No
- Data monitoring committee
- No
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.
Study at a glance
From the registry record, last updated by the sponsor on 14 Sep 2018. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading
- ClinicalTrials.gov ID
- NCT02625584
- Acronym / sponsor ID
- RETH000849
- Conditions
- Language Development
- Keywords
- Shared Book Reading, Dialogic Reading, Language Development, Syntax, Vocabulary, Young Children, Randomised Control Trial, Language Intervention
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 150 participants (actual)
- Lead sponsor
- Caroline RowlandUniversity, hospital or other
- Study start
- Jan 2016
- Primary completion
- Apr 2018 (actual)
- Study completion
- Apr 2018 (actual)
- First posted
- 9 Dec 2015 (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.
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.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Quadruple blind (participant, care provider, investigator, outcomes assessor)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Shared Reading Control | Other | Behavioral: Reading Together - Shared Reading ControlReading 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. |
| Dialogic Reading | Experimental | Behavioral: Reading Together - Dialogic ReadingReading 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. |
| Pausing for Reading | Experimental | Behavioral: Reading Together - Pausing for ReadingReading 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. |
Who may qualify
- Ages
- 30 to 36 months
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (1 listed)
- All families will be included unless they fit the exclusion criteria.
Key exclusion criteria (7 listed)
- 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
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Reading Together - Pausing for Reading | Behavioural | Pausing for Reading |
| Reading Together - Dialogic Reading | Behavioural | Dialogic Reading |
| Reading Together - Shared Reading Control | Behavioural | Shared Reading Control |
Primary outcome
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.
3 secondary outcomes
Change in baseline syntax comprehension (CELF Preschool-2 UK)
Time frame: Baseline and 6 weeks
Change in baseline caregiver dialogic reading behaviour
Time frame: Baseline and 6 weeks
Change in baseline caregiver pause reading behaviour
Time frame: Baseline and 6 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 14 Sep 2018.
- BackgroundManz 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.
Related trials for Language Development
Recruiting
Word Learning From Parentese in Autistic Children
Autism, Autism Spectrum Disorder
Not yet recruiting
Learning in Children With Developmental Language Disorder
Developmental Language Disorder
Active, not recruiting
Pai.ACT: AI-Driven ACT Chatbot for Mental Health Triage and Service Evaluation
Autism Spectrum Disorder, Attention Deficit Disorder With Hyperactivity (ADHD)
Recruiting
The Impact of Music Medicine on Preterm Brain Development and Behavior
Infant Development, Language Development
Recruiting
Empower EI: Comparing Early Intervention Approaches to Improve Communication in Toddlers With Developmental Delays
Developmental Delays
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.
Caroline F Rowland, PhD principal investigator
The University of Liverpool
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Reading Together - Pausing for Reading and Reading Together - Dialogic Reading in people with Language Development, run by Caroline Rowland at 1 site in United Kingdom.
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 1 inclusion and 7 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 14 Sep 2018. 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 Kingdom. 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?
Change in baseline language skills (PLS-5) (time frame: Baseline and 6 weeks). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT02625584, which also lists 1 linked publication.
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 14 Sep 2018.