LiteracyNCT04163510
Parent/Child Reading Support Program
A study testing Behavioral: Parent/Child Reading Program in people with Literacy, run by Columbia University.
Trial summary
Reading is a fundamental skill that is required for children's successful participation in school. Later in life, individuals who were unable to attain adequate reading levels during childhood face a cascade of deficits and social marginalization. Read more about this study
- Who is it for?
- Ages 6 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Literacy
- What is being tested?
- Behavioral: Parent/Child Reading Program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 0 participants
- Where
- No sites listed yet
- Study dates
- Feb 2021to Jun 2021
- 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 6 to 65 years
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Participants will be parents and their children who are members of Harlem Grown Community Center.
- Elementary school children, in grades 1-3, who are having difficulty with reading skills, as perceived by their parents.
Who cannot join
- Parents who are unable to commit to a 10-week program that includes group sessions at Harlem Grown and individualized sessions in their homes will be excluded from study participation.
About this study
Official title: Family Perceptions of a Parent/Child Reading Support Program
Reading is a fundamental skill that is required for children's successful participation in school. Later in life, individuals who were unable to attain adequate reading levels during childhood face a cascade of deficits and social marginalization. By the end of third grade, predictions are already made about the probability of high school graduation, employability, dependence on welfare, incarceration, and decreased health outcomes. With 64% of fourth graders and 66% of eighth graders nationwide reading below grade level, illiteracy and low literacy constitute a silent epidemic that poses incredibly deleterious financial and human costs to individuals and to society. With low readers existing disproportionately in low-income communities, the children of low-income parents constitute a vulnerable sector of our society, at risk of poor literacy development and ultimately facing the above-mentioned disadvantages later in life. The purpose of this study is to empower low-income parents of elementary school children who are reading below grade level with strategies and tools to incorporate reading into their home routines; to inspire parents to approach reading with their children with an attitude of fun, positivity, and enthusiasm; to inculcate positive feelings towards reading among parents and children; and ultimately to increase the frequency of participants' home reading participation. The study will consist of a nine-week program including game playing, recipe following, neighborhood walks, trips to the library, and coaching on establishing reading resources and routines at home. Ten sets of parents will be recruited to participate in this study. Qualitative data will be extracted from field notes taken during intervention sessions and from parent interviews. It is anticipated that study results will provide information to occupational therapists to help parents better support their children's literacy development.
Read the detailed description
Reading is fundamental to children's successful participation in school and a prerequisite to success in a myriad of adult occupations later in life. A student who is reading below grade level at the end of third grade is four times more likely to drop out of high school, which frequently leads to a cascade of deficits including unemployment, reduced wages, poverty, incarceration, and poor health outcomes. 64% of fourth graders and 66% of eighth graders nationwide are currently reading below grade level, with low readers existing disproportionately in low-income communities. Parental engagement in literacy activities at home with their children has decreased in recent years, thus rendering children less prepared to succeed at school. The purpose of this study is to assess a nine-week literacy support program in a low-income community, targeting the parents of elementary school children who are reading below grade level. The program intends to equip parents with strategies to incorporate literacy participation with their children into their home routines, thus increasing their children's exposure to print, reinforcing academic skills at home, and providing opportunities for positive associations with literacy. Participants will establish times in their daily schedules for reading, identify locations in their homes to organize and store reading materials, and experience a variety of pleasurable ways to engage in reading, including game playing, recipe following, neighborhood walks, and trips to the library. Ten sets of parents will be recruited to participate in this study. Qualitative data will be extracted from field notes taken during intervention sessions and from parent interviews. It is anticipated that study results will provide information to occupational therapists to help parents better support their children's literacy development.
Week 1: (Group Session at School) Meet \& Greet - Food, Reading Games, Brainstorming, 60 minutes Week 2: (Group Session at School) Meet \& Greet - Food, Reading Games, Introduction to Take-home Reading Kit, 60 minutes Week 3: (Home Session) Make Your Own Personal Library - Create a Bookshelf, Receive a Book \& Reading Game to keep, 60 minutes
Week 4: (Home Session) Read Instructions to Create a Fun Project:
Food, Slime, Crafts Project, etc., 60 minutes
Week 5: (Home Session) Read Instructions to Create a Fun Project:
Food, Slime, Crafts Project, etc.,60 minutes Week 6: (Home Session) Library Visit \& Neighborhood Word Identification Game, 90 minutes Week 7: (Home Session) Return to Library \& Neighborhood Word Identification Game, 90 minutes Week 8: (Home Session) Book Making - Arts \& Craft Session, 60 minutes Week 9: (Group Session at School) Wrap-up and Reinforcement - Food, Feedback \& Reinforcement! 60 minutes Week 10: (Home Session) Interview and Reflection about Program, 35 minutes
- Conditions
- Literacy
- Being tested
- Behavioral: Parent/Child Reading Program
- Medical subject headings
- Literacy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Behavioral: Parent/Child Reading ProgramBehavioural
A 9-week parent/child reading program will help parents to identify strategies to establish literacy routines with their children, and to engage with them in enjoyable literacy activities that promote skill building while reducing negative feelings associated with reading. Three large-group sessions will be held in a central location, to build community and rapport among researchers and participants. Six individual sessions will take place in the participants' homes, to customize reading strategies and routines to each family's home setting and personal interests. Intervention sessions will be held once per week for 60-90 minute sessions.
| Study group | Role | What they receive |
|---|---|---|
| Reading Intervention Group | Experimental | A group of parents and their children will participate in this single arm, pre-/post-intervention study. This 10-week study will include 10 sets of parents of low-reading elementary school children, recruited from Harlem Grown Community Center. Intervention will be implemented in a 9-week period, with data collection during the first intervention week and one week post-intervention. Three large-group sessions will be held in a central location (at Harlem Grown Community Center), to build community and rapport among researchers and participants. Six individual sessions will take place in the participants' homes, to customize reading strategies and routines to each family's home setting and personal interests. The reading program will help parents identify strategies to establish literacy routines with their children, and to engage with them in enjoyable literacy activities that promote skill building while reducing negative feelings associated with reading. Receives: Behavioral: Behavioral: Parent/Child Reading Program |
What is being measured
The primary outcome is the main question the study is designed to answer.
Family Reading Occupations Questionnaire
The Family Reading Occupations Questionnaire is a 14-item, 5 minute questionnaire with 4 open-ended questions and 10 Likert scale questions. The scale ranges from scores of 10 to 50 with lower scores indicating better outcomes. The questionnaire allows parents to identify the type of reading activities they engage their children with and how frequently.
Measured: week 10
Child Reading Occupations Questionnaire
The Child Reading Occupations Questionnaire is an 8-item, 5 minute questionnaire that allows children to indicate what types of reading activities they enjoy. All questions are open-ended and provide descriptive narrative.
Measured: week 10
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted14 Nov 2019
- Study startFeb 2021 (estimated)
- Primary completionJun 2021 (estimated)
- Study completionJun 2021 (estimated)
Why it stopped: Because of the pandemic, this study had to be stopped and cannot be resumed.
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for LiteracyStudies of the same condition, open and under way.
- More trials run by Columbia UniversityThe sponsor's other registered studies.
- 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
- Supportive care
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- One group of 10 sets of parents and their children will participate. The study design will use pre-intervention and post-intervention measures.
- Masking
- None (open label)
- Enrolment
- 0 participants (actual)
Sponsor and investigators
- Lead sponsor
- Columbia University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Sharon Gutman, PhD, Principal investigator, Columbia University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04163510
- Sponsor's protocol ID
- AAAS7425
- Status last verified
- Aug 2021
- First submitted
- 12 Nov 2019
- Last updated
- 17 Aug 2021
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: No plan to make individual participant data available to other researchers.
Study at a glance
From the registry record, last updated by the sponsor on 17 Aug 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Family Perceptions of a Parent/Child Reading Support Program
- ClinicalTrials.gov ID
- NCT04163510
- Acronym / sponsor ID
- AAAS7425
- Conditions
- Literacy
- Study type
- Interventional
- Recruitment status
- WithdrawnReason stopped: Because of the pandemic, this study had to be stopped and cannot be resumed.
- Enrolment
- 0 participants (actual)
- Lead sponsor
- Columbia UniversityUniversity, hospital or other
- Study start
- Feb 2021 (estimated)
- Primary completion
- Jun 2021 (estimated)
- Study completion
- Jun 2021 (estimated)
- First posted
- 14 Nov 2019 (actual)
- 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.
Reading is a fundamental skill that is required for children's successful participation in school. Later in life, individuals who were unable to attain adequate reading levels during childhood face a cascade of deficits and social marginalization. By the end of third grade, predictions are already made about the probability of high school graduation, employability, dependence on welfare, incarceration, and decreased health outcomes. With 64% of fourth graders and 66% of eighth graders nationwide reading below grade level, illiteracy and low literacy constitute a silent epidemic that poses incredibly deleterious financial and human costs to individuals and to society. With low readers existing disproportionately in low-income communities, the children of low-income parents constitute a vulnerable sector of our society, at risk of poor literacy development and ultimately facing the above-mentioned disadvantages later in life. The purpose of this study is to empower low-income parents of elementary school children who are reading below grade level with strategies and tools to incorporate reading into their home routines; to inspire parents to approach reading with their children with an attitude of fun, positivity, and enthusiasm; to inculcate positive feelings towards reading among parents and children; and ultimately to increase the frequency of participants' home reading participation. The study will consist of a nine-week program including game playing, recipe following, neighborhood walks, trips to the library, and coaching on establishing reading resources and routines at home. Ten sets of parents will be recruited to participate in this study. Qualitative data will be extracted from field notes taken during intervention sessions and from parent interviews. It is anticipated that study results will provide information to occupational therapists to help parents better support their children's literacy development.
Detailed description
Reading is fundamental to children's successful participation in school and a prerequisite to success in a myriad of adult occupations later in life. A student who is reading below grade level at the end of third grade is four times more likely to drop out of high school, which frequently leads to a cascade of deficits including unemployment, reduced wages, poverty, incarceration, and poor health outcomes. 64% of fourth graders and 66% of eighth graders nationwide are currently reading below grade level, with low readers existing disproportionately in low-income communities. Parental engagement in literacy activities at home with their children has decreased in recent years, thus rendering children less prepared to succeed at school. The purpose of this study is to assess a nine-week literacy support program in a low-income community, targeting the parents of elementary school children who are reading below grade level. The program intends to equip parents with strategies to incorporate literacy participation with their children into their home routines, thus increasing their children's exposure to print, reinforcing academic skills at home, and providing opportunities for positive associations with literacy. Participants will establish times in their daily schedules for reading, identify locations in their homes to organize and store reading materials, and experience a variety of pleasurable ways to engage in reading, including game playing, recipe following, neighborhood walks, and trips to the library. Ten sets of parents will be recruited to participate in this study. Qualitative data will be extracted from field notes taken during intervention sessions and from parent interviews. It is anticipated that study results will provide information to occupational therapists to help parents better support their children's literacy development.
Week 1: (Group Session at School) Meet \& Greet - Food, Reading Games, Brainstorming, 60 minutes Week 2: (Group Session at School) Meet \& Greet - Food, Reading Games, Introduction to Take-home Reading Kit, 60 minutes Week 3: (Home Session) Make Your Own Personal Library - Create a Bookshelf, Receive a Book \& Reading Game to keep, 60 minutes
Week 4: (Home Session) Read Instructions to Create a Fun Project:
Food, Slime, Crafts Project, etc., 60 minutes
Week 5: (Home Session) Read Instructions to Create a Fun Project:
Food, Slime, Crafts Project, etc.,60 minutes Week 6: (Home Session) Library Visit \& Neighborhood Word Identification Game, 90 minutes Week 7: (Home Session) Return to Library \& Neighborhood Word Identification Game, 90 minutes Week 8: (Home Session) Book Making - Arts \& Craft Session, 60 minutes Week 9: (Group Session at School) Wrap-up and Reinforcement - Food, Feedback \& Reinforcement! 60 minutes Week 10: (Home Session) Interview and Reflection about Program, 35 minutes
Study design
- Primary purpose
- Supportive care
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- One group of 10 sets of parents and their children will participate. The study design will use pre-intervention and post-intervention measures.
| Arm | Type | Receives |
|---|---|---|
| Reading Intervention Group | Experimental | Behavioral: Behavioral: Parent/Child Reading ProgramA group of parents and their children will participate in this single arm, pre-/post-intervention study. This 10-week study will include 10 sets of parents of low-reading elementary school children, recruited from Harlem Grown Community Center. Intervention will be implemented in a 9-week period, with data collection during the first intervention week and one week post-intervention. Three large-group sessions will be held in a central location (at Harlem Grown Community Center), to build community and rapport among researchers and participants. Six individual sessions will take place in the participants' homes, to customize reading strategies and routines to each family's home setting and personal interests. The reading program will help parents identify strategies to establish literacy routines with their children, and to engage with them in enjoyable literacy activities that promote skill building while reducing negative feelings associated with reading. |
Who may qualify
- Ages
- 6 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- Participants will be parents and their children who are members of Harlem Grown Community Center.
- Elementary school children, in grades 1-3, who are having difficulty with reading skills, as perceived by their parents.
Key exclusion criteria (1 listed)
- Parents who are unable to commit to a 10-week program that includes group sessions at Harlem Grown and individualized sessions in their homes will be excluded from study participation.
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 |
|---|---|---|
| Behavioral: Parent/Child Reading ProgramA 9-week parent/child reading program will help parents to identify strategies to establish literacy routines with their children, and to engage with them in enjoyable literacy activities that promote skill building while reducing negative feelings associated with reading. Three large-group sessions will be held in a central location, to build community and rapport among researchers and participants. Six individual sessions will take place in the participants' homes, to customize reading strategies and routines to each family's home setting and personal interests. Intervention sessions will be held once per week for 60-90 minute sessions. | Behavioural | Reading Intervention Group |
Primary outcome
Family Reading Occupations Questionnaire
Time frame: week 10
The Family Reading Occupations Questionnaire is a 14-item, 5 minute questionnaire with 4 open-ended questions and 10 Likert scale questions. The scale ranges from scores of 10 to 50 with lower scores indicating better outcomes. The questionnaire allows parents to identify the type of reading activities they engage their children with and how frequently.
Child Reading Occupations Questionnaire
Time frame: week 10
The Child Reading Occupations Questionnaire is an 8-item, 5 minute questionnaire that allows children to indicate what types of reading activities they enjoy. All questions are open-ended and provide descriptive narrative.
Results and safety
The study was withdrawn before enrolling participants, so there are no results.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 17 Aug 2021.
- Individual participant dataSharing planned: No. No plan to make individual participant data available to other researchers.
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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.
Sharon Gutman, PhD principal investigator
Columbia University
Questions about this trial
What is this clinical trial studying?
A study testing Behavioral: Parent/Child Reading Program in people with Literacy, run by Columbia University.
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 2 inclusion and 1 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: withdrawn, as of the sponsor's last update on 17 Aug 2021. Status can change between updates, so confirm with the study contact before making plans.
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 was withdrawn before enrolling participants, so there are no results.
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?
Family Reading Occupations Questionnaire (time frame: week 10). The study lists 2 primary outcomes in all. 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 17 Aug 2021.