Reading Program for Language Developmental Disorders
Recruiting in Palo Alto (17 mi)
+1 other location
Age: < 18
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: Ohio State University
Disqualifiers: Autism, Hearing loss, Intellectual disability, others
No Placebo Group
Trial Summary
What is the purpose of this trial?
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.
Will I have to stop taking my current medications?
The trial protocol does not specify whether participants need to stop taking their current medications.
What data supports the effectiveness of the treatment Sit Together and Read (STAR) for language developmental disorders?
How is the STAR treatment different from other treatments for language developmental disorders?
The STAR treatment is unique because it involves training caregivers to engage in interactive reading with children, which increases the children's communication and vocabulary during shared reading. This approach focuses on enhancing the quality of interaction between the caregiver and child, rather than just the reading itself, making it different from other treatments that may not emphasize caregiver involvement.678910
Research Team
LM
Laura M Justice, PhD
Principal Investigator
Ohio State University
Eligibility Criteria
This trial is for caregivers of children ages 4 to 5 who are receiving or waiting for speech services due to language disorders. The child should primarily communicate in English and not have other conditions like hearing loss, severe intellectual disability, or autism that could cause language issues.Inclusion Criteria
Receptive, expressive, or mixed language disorder
I primarily communicate in English.
I am currently receiving or waiting for speech therapy services.
See 1 more
Exclusion Criteria
I do not have any conditions like hearing loss that could explain my language disorder.
I do not have any conditions known to cause language disorders besides intellectual disability.
I do not have any conditions like autism that could explain my language disorder.
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Intervention
Caregivers implement the Sit Together and Read (STAR) program with children, with some groups receiving additional supports such as monetary rewards or text encouragement
15 weeks
Pretest and post-test assessments
Follow-up
Children's literacy skills are assessed every six months post-intervention to determine the long-term impact of the STAR program
24 months
Assessments at 6, 12, 18, and 24 months
Treatment Details
Interventions
- Monetary Reward (Behavioural Intervention)
- Sit Together and Read (STAR) (Behavioural Intervention)
- Text Encouragement (Behavioural Intervention)
Trial OverviewThe study tests the effectiveness of a reading program called STAR on improving literacy skills in young children with developmental language disorder. It will also assess if monetary rewards or text encouragement help caregivers conduct more reading sessions.
Participant Groups
4Treatment groups
Experimental Treatment
Active Control
Group I: STAR OnlyExperimental Treatment1 Intervention
Typical implementation of Sit Together and Read (STAR)
Group II: STAR + text encouragementExperimental Treatment2 Interventions
Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages
Group III: STAR + RewardExperimental Treatment2 Interventions
Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers
Group IV: Untreated ControlActive Control1 Intervention
Caregivers read to child as usual over 15 week period.
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
Nationwide Children's HospitalColumbus, OH
Schoenbaum Family Center; Crane Center for Early Childhood Research and PolicyColumbus, OH
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Who Is Running the Clinical Trial?
Ohio State University
Lead Sponsor
Trials
891
Patients Recruited
2,659,000+
Nationwide Children's Hospital
Collaborator
Trials
354
Patients Recruited
5,228,000+
References
Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response. [2022]This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response.
The association of reading disability, behavioral disorders, and language impairment among second-grade children. [2007]Children with language impairment (LI) have been shown to be at risk for reading disability (RD) and behavior disorder (BD). Previous research has not determined the specific pattern of these conditions associated with LI. This study sought to determine if the behavior disorder and reading problems represented different outcomes or if these conditions occurred together when found with LI. A group of 581 second-grade children, including 164 children with LI, were examined for spoken language, reading, and behavior disorder. The data for each of these areas were examined as dimensional traits and as clinical categorical traits. Reading and spoken language were found to be strongly correlated (r = .68); RD was found in 52 % of the children with LI and in only 9 % of the controls. Scores of parent ratings for BD were also significantly correlated with spoken language scores (r = .29). Clinical levels of BD were found in 29% of the children with LI and 19% of the controls. An examination of the co-occurrence of clinical levels of BD, RD, and LI showed BD in children with LI to be conditioned by the child's reading status. The data indicated that whereas RD was directly associated with BD, the association of LI with BD required the mediation of RD.
Chances of reversibility in early sensory deprivation of the Homo vulnerabilis: A 5-year (and ongoing) prospective study. [2019]This prospective study evaluated the effectiveness of a rehabilitation program in vulnerable children with language deficits.
Effect of different treatments in young children with language problems. [2015]Analysis of the relationship between treatment and improvement on language scores in children with language problems.
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades. [2023]We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly higher than children with dyslexia-only and DLD-only, who did not differ from each other. Children with DLD+dyslexia scored significantly lower than all other groups. Only small differences in growth rates were observed, and gaps in second grade did not close. Despite lower academic performance, few children (20%-27%) with dyslexia and/or DLD had received specialized support services. Children with DLD-only received services at less than half the rate of dyslexia-only or DLD+dyslexia despite similar impacts on academic performance. Evidence of significant and persistent functional impacts in the context of low rates of support services in these children-especially those with DLD-only-highlights the need to raise awareness of these disorders.
Impacts of a shared book-reading intervention for Italian-speaking children with developmental language disorder. [2020]The regular practice of shared book reading (SBR) at home may play a key role in fostering the linguistic development of children with developmental language disorder (DLD). However, more evidence is needed of the benefits of home-based SBR interventions on the parents' conversational strategies and on the communicative and linguistic production of children with DLD.
Shared reading with infants: SharePR a novel measure of shared reading quality. [2023]The AAP recommends "shared" reading from early infancy for healthy development. However, many families are uncertain how to read most enjoyably and effectively with infants, especially from underserved backgrounds. Shared reading quality (interactivity) moderates benefits yet is challenging to measure. SHARE/STEP is a new model of shared reading quality at this age incorporating evidence-based behaviors.
Building Comprehension Skills of Young Children With Autism One Storybook at a Time. [2021]Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills-indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.
Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading. [2013]This study reports the effects of training six adult caregivers to use an interactive reading routine, termed Complete Reading Cycle (CRC), during storybook reading with their preschool children, aged 3;2 to 3;5, who exhibited language impairment. Caregivers were taught to be more responsive to their children's communicative attempts during reading and to more actively engage the children in reading the story. Measures of child change included communicative participation and lexical diversity of utterances during adult-child shared reading. Children significantly increased the frequency of communicative turns, total number of words, and number of different words produced during shared storybook reading as a result of caregiver training. Five of the six children had higher mean frequencies for story initiations during training. However, increases in initiations were not statistically significant, with considerable variability across children for this measure.
Technology-enhanced shared reading with deaf and hard-of-hearing children: the role of a fluent signing narrator. [2013]Early shared reading experiences have been shown to benefit normally hearing children. It has been hypothesized that hearing parents of deaf or hard-of-hearing children may be uncomfortable or may lack adequate skills to engage in shared reading activities. A factor that may contribute to the widely cited reading difficulties seen in the majority of deaf children is a lack of early linguistic and literacy exposure that come from early shared reading experiences with an adult who is competent in the language of the child. A single-subject-design research study is described, which uses technology along with parent training in an attempt to enhance the shared reading experiences in this population of children. The results indicate that our technology-enhanced shared reading led to a greater time spent in shared reading activities and sign vocabulary acquisition. In addition, analysis of the shared reading has identified the specific aspects of the technology and the components of the parent training that were used most often.