Promoting Caregiver Implementation of an Effective Early Learning Intervention

Not Applicable

Recruiting

• Conditions: Reading; Difficult; Developmental Language Disorder
• Interventions: Other: Sit Together and Read (STAR); Behavioral: Text Encouragement; Behavioral: Monetary Reward

• Registration Number: NCT06275815
• Lead Sponsor: Ohio State University

Brief Summary

The goal of this study is to examine the impact of a caregiver-implemented shared reading program, Sit Together and Read (STAR), on children ages 4 to 5 with developmental language disorder. The main questions it aims to answer are:

* how much STAR impacts children's literacy skills in the short-term and long-term--up to two-years after completing STAR.

* how do caregiver supports in the form of small monetary rewards or encouraging texts help caregivers to implement STAR at its intended frequency of sessions per week.

Caregiver participants will be assigned to either a control group or one of three STAR groups. Children's skills related to literacy and learning will be assessed before the intervention starts, at the end of the intervention, and every six months post-intervention for two years.

Researchers will determine the short term and long term impacts of STAR compared to the control group. Researchers will compare the three STAR conditions to see if the rewards or encouragement helped parents to follow through with completing more STAR sessions.

Detailed Description

Not available

Study Timeline

• Study First Submitted: 2024-01-29
• Study First Submitted QC: 2024-02-16
• Study First Posted: 2024-02-23
• Study Start: 2024-04-10
• Status Verified: 2024-06
• Last Update Submitted: 2024-06-18
• Last Update Posted: 2024-06-21
• Primary Completion: 2028-07-31
• Study Completion: 2028-07-31

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 320

Inclusion Criteria

• receiving or on waitlist for speech services
• primary complaint of impaired language skills
• receptive, expressive, or mixed language disorder
• primarily communicates in English

Exclusion Criteria

1. No known additional diagnoses causal of developmental language disorder including

   1. autism spectrum disorder
   2. hearing loss
   3. severe intellectual disability

2. Is not attending or has completed Kindergarten

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
STAR Only	Sit Together and Read (STAR)	Typical implementation of Sit Together and Read (STAR)
STAR + Reward	Sit Together and Read (STAR)	Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers
STAR + text encouragement	Sit Together and Read (STAR)	Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages
STAR + text encouragement	Text Encouragement	Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages
STAR + Reward	Monetary Reward	Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers

Primary Outcome Measures

Name	Time	Method
Woodcock Johnson Test of Achievement- IV (WJ-IV): Word Attack and Letter-Word Identification	Completed at all assessing timepoints. Pretest, immediate post-test, 6 month follow-up, 12 month follow-up, 18 month follow-up, 24 month follow up.	We administer two subtests of the norm referenced, standardized WJ-IV, Word Attack and Letter-Word Identification. Measure of child literacy and reading skill. We will explore avenues for data reduction, including use of a latent-variable modeling strategy.
Preschool Word and Print Awareness (PWPA)	Pretest before intervention and post-test immediately following intervention	Standardized criterion-referenced measure of children's knowledge of 15 basic print concepts
Phonological Awareness Literacy Screening (PALS): Alphabet Knowledge and Name Writing	Pretest before intervention and post-test immediately following intervention	PALS-Preschool is a scientifically-based phonological awareness and literacy screening and progress measure that assesses preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. We administer two subtests that measures name writing ability and upper-case and lower-case alphabet recognition.
The Reading House (THR)	Pretest before intervention and post-test immediately following intervention	A direct screening tool developed for use with pediatricians that allows a variety of providers to identify children who may be at risk for reading difficulties. It is a direct, book-based screener grounded in the concept of emergent literacy. TRH assessment examines 1) print knowledge, 2) alphabet knowledge, 3) letter-sound knowledge, 4) phonological awareness, 5) vocabulary, and 6) emergent writing.
Woodcock Johnson Test of Achievement- IV (WJ-IV): Spelling, Passage Comprehension	6 month follow-up, 12 month follow-up, 18 month follow-up, 24 month follow up.	We administer two subtests of the norm referenced, standardized WJ-IV, Spelling and Passage Comprehension. Measure of child literacy and reading skill

Trial Locations

Locations (2)

Nationwide Children's Hospital; 🇺🇸 Columbus, Ohio, United States

Schoenbaum Family Center; Crane Center for Early Childhood Research and Policy; 🇺🇸 Columbus, Ohio, United States