How to Promote Children's Language Development Using Family-based Shared Book Reading: Study B; Examining the Effect of Training Shared Reading Practice, With Form-emphasising Books, on Children's Language and Phonological Awareness
试验速览
- 阶段
- 不适用
- 状态
- 撤回
- 试验地点
- 2
- 主要终点
- Change in standardised Preschool Inventory of Phonological Awareness: Alliteration awareness subtest score
研究概览
简要总结
The promotion of language and communicative development in the early years is extremely important. Children who enter school with good language skills have better educational and economic success. This study is part of a large project across Liverpool, Manchester and Sheffield Universities to determine how shared reading promotes child language development, and use this knowledge to make it an effective language boosting tool for children across the whole socio-economic spectrum. The overall project includes:
- observational studies to identify what language boosting behaviours are responsible for shared reading's effectiveness, and how parents from different socio-economic groups use these behaviours during shared reading;
- intervention studies to evaluate packages designed to train parents in the use of specific language boosting behaviours during reading;
- a qualitative exploration of the reasons people may not read with their children.
This study will provide training to parents on how to develop their children's attention to the features of words while reading books with them. The research questions are:
i) Is specific training focused on the sound properties of words during shared reading more effective at developing children's phonological awareness and language than general advice on the importance of reading with children? ii) Do children with speech sound disorder and typically developing children respond differently to intervention? iii) To what extent are differences in training implementation and effects explained by socio-economic status?
Our participants will be parents and their children, aged 30-54 months, with a diagnosis of speech sound disorder. They will be recruited via speech and language therapy services in the North West. Data collection will be carried out by the research team in participants' homes, taking 3-4 hours in total over 2-3 appointments. The sessions will be audio-recorded; parents will complete questionnaires, and children's language and speech will be assessed with standardised and in-house tests.
详细描述
GLOSSARY OF ABBREVIATIONS PLS-5 Preschool Language Scale: Fifth Edition UK PIPA Preschool and Primary Inventory of Phonological Awareness SES Socio-economic status 2;6 Age in years;months, i.e. two years six months TD Typically developing SLT Speech and Language Therapy REC Research Ethics Committee UREC University Research Ethics Committee
Participants Approximately 60 parent/child dyads will be recruited, where the child has a speech sound disorder. Legal guardians other than parents will be eligible; for simplicity we use the term 'parents'.
Expressions of interest from potential participants will be gained by the study team and consent procedures will be administered by the study team only. Participants will be recruited in the North West of England and in North Wales. In order to recruit enough participants of low SES, areas of disadvantage will be more heavily targeted for the first three strategies listed.
Parents will be made aware of the study, and asked to indicate expressions of interest, via the following routes:
- SLT services who will be approached to identify children and families from their current and recently discharged caseloads who may be suitable for inclusion in the project*
- advertisements in the media, with the help of University Press Officers, and distribution of leaflets and posters (see attached) in the community (nurseries, playgroups, mother and toddler groups, libraries and sports centres that host activities for young children, baby sign language groups, General Practitioner (GP) surgeries, pre-school libraries, health visitors, baby clinics, Children's Centres and similar). All posters and flyers will include the same text, including contact details for the research team (work details only).
- direct liaison with local community groups and professionals interacting with parents and children in the community
- personal visits to local community centres and groups
- word of mouth recruitment of participants' friends/families
- recruitment of volunteers who have directly contacted the University of Manchester to express an interest in this or other research.
- internet-based recruitment (including social media) with online sign-up
- parents who have already volunteered to participate at collaborators' and colleagues' laboratories, and have indicated their willingness to be contacted about other studies.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 42 Months 至 54 Months（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •known to speech and language therapists with a diagnosis of speech sound disorder OR recognised by parents as having less mature speech production than their peers AND perform below criterion on a brief speech sound production screening assessment
排除标准
- •a known neurological diagnosis (such as Down Syndrome, Autism, Cerebral Palsy)
- •born before 37 weeks gestation (premature)
- •weighed less than 5lb 9oz at birth (low birth weight)
- •a permanent impairment of vision (unless remediated by visual aids) or hearing
- •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.
- •exposure to 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)
研究组 & 干预措施
Phonological awareness training
Parents will be given specific training on how to improve phonological awareness using books provided by the investigator. Parents watch a video with examples of how to improve phonological awareness. Suggestions include placing emphasis on rhyme and alliteration, segmenting long words into syllables and talking about how words sound and what they mean.
干预措施: Phonological awareness training (Behavioral)
Reading enjoyment training
Parents will be given general training on how to make reading fun. Parents watch a video with examples of how they can bring books to life with funny voices, actions, and so on. The training is of a similar duration to the intervention arm.
干预措施: Reading enjoyment training (Behavioral)
结局指标
主要结局
Change in standardised Preschool Inventory of Phonological Awareness: Alliteration awareness subtest score
时间窗: 6 weeks
Change in score from the baseline to the post-training alliteration awareness PIPA subtest, which measures the ability of a child to identify a non-alliterative word embedded in a set of three alliterative words.
Change in custom designed Syllable segmentation test score.
时间窗: 6 weeks
Change in score from the baseline to the post-training syllable segmentation score, which is a custom designed test which measures a child's ability to segment words into their constituent syllables.
Change in standardised Preschool Inventory of Phonological Awareness: Rhyme awareness subtest score
时间窗: 6 weeks
Change in score from the baseline to the post-training rhyme awareness PIPA subtest, which measures the ability of a child to identify a non-rhyming word embedded in a set of three rhyming words.
Change in standardised Preschool Inventory of Phonological Awareness: Phoneme isolation subtest score
时间窗: 6 weeks
Change in score from the baseline to the post-training phoneme isolation PIPA subtest, which measures the ability of child to identify the first phoneme of a spoken word that is presented with visual aid.
次要结局
未报告次要终点
研究者
Anne Hesketh
Principal Investigator
University of Manchester