Vocabulary AcquisitionTSFIINCT04896229
Talk STEM Familia: Dual-Language (TSFII)
A study testing Talk STEM Familia Treatment Condition in people with Vocabulary Acquisition, run by Oregon Research Behavioral Intervention Strategies, Inc. at 1 site in United States.
Trial summary
The study will evaluate Talk STEM Familia (TSF) effects on student and parent scientific academic vocabulary knowledge and usage, scientific academic vocabulary (SAV) learning behaviors, academic self efficacy, and satisfaction with the program, including acceptance of the technology and its usability. Read more about this study
- Who is it for?
- Ages 8 years and olderHealthy volunteers can take part
- Conditions the study is for
- Vocabulary Acquisition
- What is being tested?
- Talk STEM Familia Treatment Condition
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 400 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Feb 2021to 12 Sep 2024
- Phase
- Interventional
- Are there results?
- Yes, posted in the registrySummary in the doctors' view
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 8 years and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Latinx English learner parent with a student (grade 4-8)
- Speaking primarily Spanish in the home
- Having a smartphone, tablet, or computer
- Having Internet in the home
- Being the student (grade 4-8) of a participating parent
Who cannot join
- 1. N/A
Trial locations and contacts
1 site in 1 country.
United States1 site
Oregon Research Behavioral Intervention Strategies, Inc.
Eugene, Oregon, 97403
About this study
Official title: Talk STEM Familia: Dual-Language Academic Vocabulary-Building Technology to Improve Educational, Career, and Health Outcomes Among Latinx Students
The study will evaluate Talk STEM Familia (TSF) effects on student and parent scientific academic vocabulary knowledge and usage, scientific academic vocabulary (SAV) learning behaviors, academic self efficacy, and satisfaction with the program, including acceptance of the technology and its usability.
Read the detailed description
The Investigators will work with research practice partners Lane Educational Services District (ESD) to disseminate bilingual electronic and printed recruitment materials to Latinx families in the elementary and middle schools throughout the 16 school districts in Lane County, OR. Recruitment materials will direct families to contact the project's bilingual staff by phone to receive study details and, following a brief screen, to engage in an informed consent process. 300 eligible Latinx English-learner parent/student dyads will be recruited. Students will be in grade 4-8; families will speak primarily Spanish in the home; and families will have a smartphone, tablet, or computer and Internet access at home.
The Investigators will administer the pre-test to all 300 parent/student dyads via Qualtrics and randomize 150 parent/student dyads to the TSF treatment, 150 parent/student dyads to the treatment-as-usual control condition. Each family will be assigned a non-identifiable user name linked only to their non-identifiable participant ID. The Investigators will then send the TSF program materials and links to the treatment group. These materials will include graphic and video tutorials on TSF set-up and use, including set-up of a wireless bridge that allows researchers to monitor the non-identifiable program usage. Bilingual telephone support will be provided during the 1-month set-up period and throughout the 24-week TSF intervention period. During the intervention, families in the treatment group will be asked to use TSF for 24 weeks. During that time, they will receive 3 notifications/week that prompt them to engage in program games and activities targeting 72 scientific academic vocabulary (SAV) words.
Half way through the 24-week intervention period, the Investigators will administer the mid-test via Qualtrics to all 300 parent/student dyads and following the 24-week intervention, the Investigators will administer the post-test via Qualtrics to all 300 parent/student dyads. Pre-, mid-, and post-test surveys will measure gains in knowledge and usage of the 72 SAV words TSF targets, academic self-efficacy, and academic enabling behaviors. Treatment group dyads will also complete a usability, technology acceptance, and consumer satisfaction survey at post-test. All 300 parent/student dyads will receive a smart speaker at pretest, and $100 at mid-test and post-test.
Following post-test, parent/student dyads in the treatment-as-usual control condition will receive TSF program materials.
- Conditions
- Vocabulary Acquisition
- Being tested
- Talk STEM Familia Treatment Condition
- Keywords
- Dual language technology, scientific academic vocabulary
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Talk STEM Familia Treatment ConditionOther
This study has one intervention and two arms: experimental and treatment as usual. Participants randomized to the treatment condition will receive the TSF technology in addition to the vocabulary instruction, monitoring, or resources delivered by English Language Development programs (ELD) and schools. TSF will deliver frequent, brief, dual-language exercises to help families learn, practice and apply SAV words in conversation. Audio-visual lessons will support learning at all literacy levels, regardless of prior familiarity with STEM subjects. The complete TSF tool will contain approximately 72 minutes of video modeling and 12 hours of interactive exercises delivered over 24-weeks in brief, interactive, easy to assimilate lessons.
| Study group | Role | What they receive |
|---|---|---|
| Experimental: Intervention | Experimental | Parent/student/dyads in the treatment condition will be sent program materials via mail and text or email, including smart-speaker hardware, wireless network bridges for wireless network connectivity, and web links to Talk STEM Familia, including set-up video tutorials, and graphic instructions. Intervention activities will take place in participants' homes over the 24-week intervention period and will include using the dual-language Talk STEM Familia technology to receive instruction, practice, and feedback on academic vocabulary. Receives: Other: Talk STEM Familia Treatment Condition |
| Treatment as usual | No intervention | Parent/student dyads in this arm will receive treatment-as-usual (the vocabulary instruction regularly provided in their schools). They will receive the TSF technology after post-test data has been collected. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Student Scientific Academic Vocabulary (SAV) Word Meaning (AVM)
AVM (Academic Vocabulary Meaning) will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent SAV Word Meaning (AVM)
AVM (Academic Vocabulary Meaning) will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student SAV Word Usage (AVWU)
AVMU (Academic Vocabulary Meaning Usage) will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent SAV Word Usage (AVWU)
AVMU (Academic Vocabulary Meaning Usage) will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Secondary outcomes (7)
Student Use of SAV: AVUB
AVUB (Academic Vocabulary Usage Behaviors) will measure change in student use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score was computed (alpha = .89) and could range from 1 to 4. Higher scores indicated greater use of SAV words.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Use of SAV: AVUB
AVUB (Academic Vocabulary Usage Behaviors) will measure change in parent use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score was computed (alpha = .91) and could range from 1 to 4. Higher scores indicated greater use of SAV words.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Confidence in Using SAV Words (AVC)
AVC will measure student confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed (alpha = .89) and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Confidence in Using SAV Words (AVC)
AVC will measure parent confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed (alpha = .95) and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Interest in Choosing STEM Careers (STEM)
STEM will measure student interest in choosing STEM careers (4 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) and the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items used a 5-point response option (1 = not at all interested, 5 = extremely interested) and a mean score was computed (alpha = .69) and could range from 1 to 5. Higher scores indicated greater interest using SAV words.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Academic Support (AEB)
AEB will measure parent academic support behaviors (20 items). Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items used a 9-point response option (1 = nothing, 9 = a great deal) and a mean score was computed (alpha = .94) and could range from 1 to 9. Higher scores indicated greater efficacy to influence school performance.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Academic Learning (ALB)
ALB will measure student academic learning behaviors (20 items). Items used a 5-point response option (1 = strongly disagree, 5 = strongly agree) and a mean score was computed (alpha = .90) and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors.
Measured: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 May 2021
- Study start1 Feb 2021
- Primary completion12 Sep 2024
- Study completion12 Sep 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Posted resultsParticipant flow, outcome measures and adverse events reported by the sponsor.
- Publications (6)Papers the sponsor has linked to this study.
- Other trials for Vocabulary AcquisitionStudies 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
- Model description
- One intervention and two arms: Intervention and treatment-as-usual
- Masking
- None (open label)
- Enrolment
- 400 participants (actual)
Sponsor and investigators
- Lead sponsor
- Oregon Research Behavioral Intervention Strategies, Inc.
- Sponsor type
- Industry (pharma, biotech, devices)
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD)
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04896229
- Sponsor's protocol ID
- MD013619-02
- Other IDs
- 5R44MD013619-03
- Acronym
- TSFII
- Status last verified
- May 2025
- First submitted
- 29 Oct 2020
- Last updated
- 29 May 2025
- Results posted
- Yes, on ClinicalTrials.gov
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.
PubMed 11280478Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84-93.
Davis, F. D., Jr. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192
McKeown, M., Beck, I., Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
Study at a glance
From the registry record, last updated by the sponsor on 29 May 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Talk STEM Familia: Dual-Language Academic Vocabulary-Building Technology to Improve Educational, Career, and Health Outcomes Among Latinx Students
- ClinicalTrials.gov ID
- NCT04896229
- Acronym / sponsor ID
- TSFII / MD013619-02
- Conditions
- Vocabulary Acquisition
- Keywords
- Dual language technology, scientific academic vocabulary
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 400 participants (actual)
- Lead sponsor
- Oregon Research Behavioral Intervention Strategies, Inc.Industry (pharma, biotech, devices)
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD)
- Study start
- 1 Feb 2021 (actual)
- Primary completion
- 12 Sep 2024 (actual)
- Study completion
- 12 Sep 2024 (actual)
- First posted
- 21 May 2021 (actual)
- Results
- Posted 29 May 2025
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The study will evaluate Talk STEM Familia (TSF) effects on student and parent scientific academic vocabulary knowledge and usage, scientific academic vocabulary (SAV) learning behaviors, academic self efficacy, and satisfaction with the program, including acceptance of the technology and its usability.
Detailed description
The Investigators will work with research practice partners Lane Educational Services District (ESD) to disseminate bilingual electronic and printed recruitment materials to Latinx families in the elementary and middle schools throughout the 16 school districts in Lane County, OR. Recruitment materials will direct families to contact the project's bilingual staff by phone to receive study details and, following a brief screen, to engage in an informed consent process. 300 eligible Latinx English-learner parent/student dyads will be recruited. Students will be in grade 4-8; families will speak primarily Spanish in the home; and families will have a smartphone, tablet, or computer and Internet access at home.
The Investigators will administer the pre-test to all 300 parent/student dyads via Qualtrics and randomize 150 parent/student dyads to the TSF treatment, 150 parent/student dyads to the treatment-as-usual control condition. Each family will be assigned a non-identifiable user name linked only to their non-identifiable participant ID. The Investigators will then send the TSF program materials and links to the treatment group. These materials will include graphic and video tutorials on TSF set-up and use, including set-up of a wireless bridge that allows researchers to monitor the non-identifiable program usage. Bilingual telephone support will be provided during the 1-month set-up period and throughout the 24-week TSF intervention period. During the intervention, families in the treatment group will be asked to use TSF for 24 weeks. During that time, they will receive 3 notifications/week that prompt them to engage in program games and activities targeting 72 scientific academic vocabulary (SAV) words.
Half way through the 24-week intervention period, the Investigators will administer the mid-test via Qualtrics to all 300 parent/student dyads and following the 24-week intervention, the Investigators will administer the post-test via Qualtrics to all 300 parent/student dyads. Pre-, mid-, and post-test surveys will measure gains in knowledge and usage of the 72 SAV words TSF targets, academic self-efficacy, and academic enabling behaviors. Treatment group dyads will also complete a usability, technology acceptance, and consumer satisfaction survey at post-test. All 300 parent/student dyads will receive a smart speaker at pretest, and $100 at mid-test and post-test.
Following post-test, parent/student dyads in the treatment-as-usual control condition will receive TSF program materials.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- One intervention and two arms: Intervention and treatment-as-usual
| Arm | Type | Receives |
|---|---|---|
| Experimental: Intervention | Experimental | Other: Talk STEM Familia Treatment ConditionParent/student/dyads in the treatment condition will be sent program materials via mail and text or email, including smart-speaker hardware, wireless network bridges for wireless network connectivity, and web links to Talk STEM Familia, including set-up video tutorials, and graphic instructions. Intervention activities will take place in participants' homes over the 24-week intervention period and will include using the dual-language Talk STEM Familia technology to receive instruction, practice, and feedback on academic vocabulary. |
| Treatment as usual | No intervention | –Parent/student dyads in this arm will receive treatment-as-usual (the vocabulary instruction regularly provided in their schools). They will receive the TSF technology after post-test data has been collected. |
Who may qualify
- Ages
- 8 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (5 listed)
- Latinx English learner parent with a student (grade 4-8)
- Speaking primarily Spanish in the home
- Having a smartphone, tablet, or computer
- Having Internet in the home
- Being the student (grade 4-8) of a participating parent
Key exclusion criteria (1 listed)
- 1. N/A
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 |
|---|---|---|
| Talk STEM Familia Treatment ConditionThis study has one intervention and two arms: experimental and treatment as usual. Participants randomized to the treatment condition will receive the TSF technology in addition to the vocabulary instruction, monitoring, or resources delivered by English Language Development programs (ELD) and schools. TSF will deliver frequent, brief, dual-language exercises to help families learn, practice and apply SAV words in conversation. Audio-visual lessons will support learning at all literacy levels, regardless of prior familiarity with STEM subjects. The complete TSF tool will contain approximately 72 minutes of video modeling and 12 hours of interactive exercises delivered over 24-weeks in brief, interactive, easy to assimilate lessons. | Other | Experimental: Intervention |
Primary outcome
Student Scientific Academic Vocabulary (SAV) Word Meaning (AVM)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
AVM (Academic Vocabulary Meaning) will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Parent SAV Word Meaning (AVM)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
AVM (Academic Vocabulary Meaning) will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Student SAV Word Usage (AVWU)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
AVMU (Academic Vocabulary Meaning Usage) will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Parent SAV Word Usage (AVWU)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
AVMU (Academic Vocabulary Meaning Usage) will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
7 secondary outcomes
Student Use of SAV: AVUB
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Use of SAV: AVUB
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Confidence in Using SAV Words (AVC)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Confidence in Using SAV Words (AVC)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Interest in Choosing STEM Careers (STEM)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Parent Academic Support (AEB)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Student Academic Learning (ALB)
Time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)
Results and safety
Loading the posted results from ClinicalTrials.gov…
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 May 2025.
- Posted resultsParticipant flow, baseline, all outcome measures and adverse events.
- BackgroundApthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
- Background: PubMed 11280478Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.
- BackgroundBetts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84-93.
- BackgroundDavis, F. D., Jr. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192
- BackgroundMcKeown, M., Beck, I., Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
- BackgroundBeck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
- McKeown, M., Beck, I., Omanson, R., \& Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.Link provided by the sponsor.
- Davis, F. D., Jr. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). http://hdl.handle.net/1721.1/15192Link provided by the sponsor.
- Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206.Link provided by the sponsor.
- Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., \& Beck, I. (2012). Effects of a supplemental vocabulary program on word knowledge and passage comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.Link provided by the sponsor.
- 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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Talk STEM Familia Treatment Condition in people with Vocabulary Acquisition, run by Oregon Research Behavioral Intervention Strategies, Inc. 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 5 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: finished, as of the sponsor's last update on 29 May 2025. 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?
Yes. Results are posted in the registry (first posted 29 May 2025). A summary is in the For doctors view, and the full results are on ClinicalTrials.gov.
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?
Student Scientific Academic Vocabulary (SAV) Word Meaning (AVM) (time frame: Baseline, 12 weeks (mid-treatment), and 24 weeks (post-treatment)). The study lists 4 primary outcomes in all. 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 NCT04896229, which also lists 6 linked publications.
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 29 May 2025.