Promoting Caregiver Implementation of an Effective Early Learning Intervention: Sit Together and Read (STAR)
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 320
- 试验地点
- 2
- 主要终点
- Woodcock Johnson Test of Achievement- IV (WJ-IV): Word Attack and Letter-Word Identification
研究概览
简要总结
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.
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
- Triple (Participant, Care Provider, Investigator)
入排标准
- 年龄范围
- 48 Months 至 71 Months（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •receiving or on waitlist for speech services
- •primary complaint of impaired language skills
- •receptive, expressive, or mixed language disorder
- •primarily communicates in English
排除标准
- •No known additional diagnoses causal of developmental language disorder including
- •autism spectrum disorder
- •hearing loss
- •severe intellectual disability
- •Is not attending or has completed Kindergarten
研究组 & 干预措施
Untreated Control
Caregivers read to child as usual over 15 week period.
STAR Only
Typical implementation of Sit Together and Read (STAR)
干预措施: Sit Together and Read (STAR) (Other)
STAR + Reward
Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers
干预措施: Sit Together and Read (STAR) (Other)
STAR + Reward
Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers
干预措施: Monetary Reward (Behavioral)
STAR + text encouragement
Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages
干预措施: Sit Together and Read (STAR) (Other)
STAR + text encouragement
Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages
干预措施: Text Encouragement (Behavioral)
结局指标
主要结局
Woodcock Johnson Test of Achievement- IV (WJ-IV): Word Attack and Letter-Word Identification
时间窗: 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)
时间窗: 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
时间窗: 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)
时间窗: 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
时间窗: 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
次要结局
未报告次要终点