Efficacy and Mechanisms of Media and Storybook Interventions to Promote Children's Early Literacy Skills Via Caregiver Engagement
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 450
- 试验地点
- 1
- 主要终点
- Print concept knowledge
研究概览
简要总结
The goal of this study is to determine whether an intervention to support caregivers in engaging with their children while using educational media together can improve children's early literacy skills, compared to an aligned shared book reading intervention and to no intervention. Given that early literacy skills predict children's later academic learning, this home intervention, which aims to shape the communication patterns surrounding a common, family-friendly activity, has the potential to positively influence the trajectory of low income children's academic success. The investigators propose that amedia based activity will reduce barriers and increase adherence therefore increasing literacy skills over time.
详细描述
The proposed study draws upon an implementation science framework (Nilsen, 2015) to determine the extent to which a media-based caregiver-led intervention improves caregiver adherence and in turn children's early literacy development relative to a shared reading intervention. Caregiver-implemented shared reading interventions represent the 'current standard practice' for addressing early literacy needs, yet many caregivers cannot implement this practice with adequate adherence. This is particularly true for low-socioeconomic status families, in which shared reading may not be a conventional activity and barriers inhibit its use. The investigators propose-and test-that a media-based intervention reduces barriers to intervention implementation and increases social validity, leading to higher levels of adherence and, via mediation, enhanced child literacy outcomes. To establish this causal chain, the investigators mplement a media-based early literacy intervention, compare it to a highly aligned shared reading intervention, and measure (1) social validity of the intervention to test whether use of media circumvents barriers, (2) caregiver adherence (i.e., frequency and dosage), and (3) child early literacy skills gains immediately and over time. As the first causally interpretable study to compare media and shared reading as caregiver-led interventions, the proposed project will identify strategies to improve adherence in home-based interventions and inform development of interventions to improve school readiness among low-SES children.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 42 Months 至 57 Months（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •between 42 and 57 months at enrollment
- •minimally verbal in English
- •caregiver sufficiently proficient in English
- •does not have severe intellectual disability
排除标准
- •under 42 months
- •over 57 months at enrollment
- •severe intellectual disability
- •not proficient in English
研究组 & 干预措施
Media instruction
Caregivers will be asked to implement joint media sessions with their child four times per week for 12 weeks using lightly adapted versions of the commercially-available Super Why! program, which focuses on early literacy skills, including alphabet knowledge, rhyming, spelling, and print concepts. Sessions are anticipated to last 20 minutes. Caregivers will be trained by researchers on explicit strategies to use to promote children's learning. Caregivers will digitally log every session and audio record 1 session each week.
干预措施: Media instruction (Behavioral)
Storybook instruction
Caregivers will be asked to implement joint storybook reading sessions with their child four times per week for 12 weeks using adapted versions of the commercially -available Super-Why! storybooks, which focus on early literacy skills including alphabet knowledge, rhyming, spelling, and print concepts. Sessions are anticipated to last 20 minutes. Caregivers will be trained by researchers on explicit strategies to use to promote children's learning. Caregivers will digitally log every session and audio record 1 session each week.
干预措施: Storybook intervention (Behavioral)
Business-as-usual control
Caregivers will be asked to log any joint learning activities they engage in with their child but will not be provided with any specific materials or instructions.
结局指标
主要结局
Print concept knowledge
时间窗: At pretest after enrollment and at posttest after the 12 week intervention period
Children are administered the Preschool Word and Print Awareness (PWPA) measure (Justice et al., 2006), which examines children's knowledge of 16 basic print concepts. The PWPA has high inter-rater reliability (96% to 100%, Justice \& Ezell, 200), acceptable internal consistency (#= .7; Dobbs- Oates et al., 2015) and can reliably estimate preschoolers' print-concept knowledge (Justice et al., 2006).
Alphabet knowledge
时间窗: At pretest after enrollment and at posttest after the 12 week intervention period
Children are administered the Alphabet Knowledge subtest of the Phonological Awareness Literacy Screening - Preschool (PALS-PreK; Invernizzi et al., 2001). Children are presented with uppercase and lowercase letters printed in random order and receive a point for each letter named correctly. Cronbach's alphas average average .86. Inter-rater reliability is \>.96 (Invernizzi et al., 2004). The full PALS-PreK test is highly correlated with measures of reading ability (e.g., Test of Early Reading Ability, r= .67) and predicts later performance on a similar literacy measure (rs \> .53). Further, this subtest has high predictive validity in discriminating children who will later be identified as needing additional instruction (Invernizzi et al., 2001).
Name Writing
时间窗: At pretest after enrollment and at posttest after the 12 week intervention period
Children are administered the Name Writing subtest from the PALS-PreK. In the Name Writing subtest, the child is asked to draw a picture of themselves and then write their name. They are then asked to show the assessor their name. Only the written name is scored. This subtests has high inter-rater reliability (.99). As noted above, the full test has good convergent and predictive validity (Invernizzi et al., 2001).
Word reading
时间窗: At pretest after enrollment, at posttest after the 12 week intervention period, at 3-month follow up, at 6-month follow-up, and at 12- month follow up
At all timepoints, children are administered the Letter-Word Identification subtest of the Woodcock Johnson IV Test of Achievement (WJ IV; Schrank, McGrew \& Mather, 2014). This subtest requires children to identify or read isolated letters and words orally. This subtest has adequate internal-consistency (.94; Schrank \& Wendling, 2018). It has a high factor loading onto the Broad Reading cluster (.92; McGrew et al., 2014) which is highly correlated with other measures of reading like the Wechsler Individual Achievement Test (WIAT) Total Reading (.89; Schrank \& Wendling, 2018). It is strongly correlated with general school readiness (r = .84) as measured by the Differential Ability Scales (McGrew et al., 2014).
Spelling
时间窗: At pretest after enrollment, at posttest after the 12 week intervention period, at 3-month follow up, at 6-month follow-up, and at 12- month follow up
At all timepoints, children are administered the Spelling subtest from the WJ IV, requiring children to draw lines, trace and write letters, and spell orally presented words. This subtest has adequate internal-consistency reliability (.92; Schrank \& Wendling, 2018) and a high factor loading onto the Broad Written Language Cluster (.87), which is highly correlated with other measures of writing like WIAT Written Expression (.77; McGrew et al., 2014). This subtest is moderately correlated (r = .69) with general school readiness as measured by the Differential Ability Scales (McGrew et al., 2014).
Phonological Awareness
时间窗: At pretest after enrollment and at posttest after the 12 week intervention period
Children are administered two subtests from the PALS-PreK. In the Beginning Sound Awareness subtest, the child is asked to produce the beginning sound of a word. This subtests has acceptable reliability (# = .93) and inter-rater reliability is high (.99). As noted above, the full test has good convergent and predictive validity (Invernizzi et al., 2001). The Rhyme Awareness subtest was removed in February 2026 due to feasibility concerns identified in early study data.
次要结局
- Enjoyment of intervention activities(Four times per week during the 12-week intervention and at posttest after the intervention)
- Perceived value of intervention activities(At posttest after the 12 week intervention period)
- Ease of Scheduling(At posttest after the 12 week intervention period)
- Caregiver Adherence(Throughout the 12-week intervention)
- Quantity of print-related talk(Throughout the 12-week intervention)
研究者
Rebecca Dore
Director of Research
Ohio State University