Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 150
- 试验地点
- 1
- 主要终点
- Change in baseline language skills (PLS-5)
研究概览
简要总结
The aim of this project is to determine how shared reading promotes child language development, and to use this knowledge to make it an effective language-boosting tool for children from all social and economic backgrounds.
详细描述
Two interventions will be created which are intended to boost children's vocabulary and grammar abilities, and will be assessed on how they are implemented by caregivers across different socio economic groups, and how they affect children's development of these language skills. Previous research has found dialogic reading interventions to be less effective for children from low socio-economic backgrounds. This project will investigate whether a shared reading intervention, designed to require less of a behaviour change from caregivers than dialogic reading, can be used to effectively boost vocabulary and grammar development in children across the whole socio-economic spectrum.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Quadruple (Participant, Care Provider, Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 30 Months 至 36 Months（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •All families will be included unless they fit the
排除标准
- •Exclusion Criteria:
- •Children born before 37 weeks gestation (premature)
- •Children who weighed less than 5lb 9oz at birth (low birth weight)
- •Children who have had an ear infection/glue ear for longer than 3 months, 4-6 ear infections within a 6 month period or another identified hearing problem (e.g. at newborn hearing screening)
- •Children with an identified developmental disability (e.g. Cerebral Palsy, Autism Spectrum Disorder, Fragile X syndrome, Muscular dystrophy, Di George syndrome, Down's syndrome, Williams syndrome)
- •Children with a hearing or visual impairment
- •Children who hear 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)
- •Children whose 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.
研究组 & 干预措施
Shared Reading Control
Reading Together - Shared Reading Control. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will not be trained to read with their child. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
干预措施: Reading Together - Shared Reading Control (Behavioral)
Dialogic Reading
Reading Together - Dialogic Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a dialogic reading style. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
干预措施: Reading Together - Dialogic Reading (Behavioral)
Pausing for Reading
Reading Together - Pausing for Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a style which involves pausing, recasting and open questioning. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child.
干预措施: Reading Together - Pausing for Reading (Behavioral)
结局指标
主要结局
Change in baseline language skills (PLS-5)
时间窗: Baseline and 6 weeks
The Preschool Language Scale Fifth Edition (PLS-5) Will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use both the Auditory Comprehension and Expressive Communication scales to measure vocabulary and grammar knowledge. The PLS-5 standard scores are based on a mean of 100 with a standard deviation of 15. Scores between 85 and 115 are considered to be within the normal range.
次要结局
- Change in baseline caregiver dialogic reading behaviour(Baseline and 6 weeks)
- Change in baseline syntax comprehension (CELF Preschool-2 UK)(Baseline and 6 weeks)
- Change in baseline caregiver pause reading behaviour(Baseline and 6 weeks)
研究者
Caroline Rowland
Professor
University of Liverpool