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Identifying how parent-child talk during story book reading have an effect on young childrens development

Effect of parent-child interaction during shared book reading in young children

Status
Active, not recruiting
Phases
Unknown
Study type
Observational
Source
CTRI
Registry ID
CTRI/2022/02/039929
Enrollment
200
Registered
2022-02-02
Start date
Unknown
Completion date
Unknown
Last updated
2022-02-21

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

None listed

Sponsors

Divya shantha kumari A
Lead Sponsor

Eligibility

Inclusion criteria

Inclusion criteria: 1. Typically developing children, 2. Educated parents (High school/college degree), 3. Mixed socioeconomic background, 4. All ethnics and religious background, 5. Bilingual parents â?? Tamil and English, home language â?? Tamil, second language â?? English

Exclusion criteria

Exclusion criteria: 1. Child with speech and language delay, 2. Child with Disability, 3. Hearing and visual impairment, 4. Multilingual parents and 5. Children who pass the false belief understanding task pre training (i.e., scored a five or greater out of nine points)

Design outcomes

Primary

MeasureTime frame
Parent story book reading skills after receiving intervention and its impact on childs Theory of Mind development and story comprehension.Timepoint: Parents book reading skills, childs Theory of Mind development and Story comprehension at baseline and after 6 weeks—

Secondary

MeasureTime frame
long term effects of story book reading training on parents story book reading skills and childs developmentTimepoint: Parents implementation of the procedures and childs development after 2 months—

Countries

India

Contacts

Public ContactDivya Shatha Kumari

Saveetha medical college and hospital

shanthakumaridivya@gmail.com

Outcome results

None listed

Source: CTRI (via WHO ICTRP) · Data processed: Feb 4, 2026