Evaluating a language intervention for children in inner city schools in Brazil

The Programa Educacional para a Promoção da Linguagem Infantil (Educational Program for Promoting Child Language) Intervention Trial (PROLIN)

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN11938488

Enrollment

650

Registered

2021-08-13

Start date

2021-08-17

Completion date

Unknown

Last updated

2024-03-04

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

Conditions

Language and reading development Not Applicable

Interventions

The study will include 20-27 schools (600-800 children aged 6-8) from inner-city schools in Sao Paulo and will be teacher-led. Schools will be allocated to the treatment or control groups through simp

and 2) vocabulary and narrative, supported by reading books. Each class will receive four sessions per week. Classes in the control group will receive business as normal during the intervention time.

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Participating classrooms will be identified through contact with the school administrators. All children within the participating classroom will be invited to participate without exception.

Exclusion criteria

Exclusion criteria: All children within the participating classroom will be invited to participate without exception

Design outcomes

Primary

Measure	Time frame
Language ability is measured with a latent variable which depends on the four measures below, each taken at baseline (0 weeks), mid-term (week 14) and post-test (week 20): 1. Expressive vocabulary (50-item picture-naming task, standardised and taught) 2. Receptive vocabulary (25-item picture-matching task) 3. Sentence repetition (15 items) 4. Listening comprehension (three short audio-presented stories and 15 questions)	—

Measure

Time frame

Language ability is measured with a latent variable which depends on the four measures below, each taken at baseline (0 weeks), mid-term (week 14) and post-test (week 20): 1. Expressive vocabulary (50-item picture-naming task, standardised and taught) 2. Receptive vocabulary (25-item picture-matching task) 3. Sentence repetition (15 items) 4. Listening comprehension (three short audio-presented stories and 15 questions)

—

Secondary

Measure	Time frame
1. Phonology is measured with a latent variable which depends on the four measures below, each taken at baseline (0 weeks), mid-term (week 14) and post-test (week 20): 1.1. Syllable segmentation and identification (8 items) 1.2. Rhyme identification and retrieval (8 items) 1.3. Initial phoneme identification (5 items) 1.4. Final phoneme identification (5 items) 2. Reading skills are measured with a latent variable that depends upon three measures, each measured at post-test (20 weeks): 2.1. Expressive language (short visual scene. Child must describe and answer questions, similar to the Renfrew Action Picture Test) 2.2. Letter naming (reading test, 32 items) 2.3. Single-word reading (reading test, 14 items)	—

Measure

Time frame

1. Phonology is measured with a latent variable which depends on the four measures below, each taken at baseline (0 weeks), mid-term (week 14) and post-test (week 20): 1.1. Syllable segmentation and identification (8 items) 1.2. Rhyme identification and retrieval (8 items) 1.3. Initial phoneme identification (5 items) 1.4. Final phoneme identification (5 items) 2. Reading skills are measured with a latent variable that depends upon three measures, each measured at post-test (20 weeks): 2.1. Expressive language (short visual scene. Child must describe and answer questions, similar to the Renfrew Action Picture Test) 2.2. Letter naming (reading test, 32 items) 2.3. Single-word reading (reading test, 14 items)

—

Countries

Brazil

Contacts

Public ContactMarina Puglisi

puglisi.marina@gmail.com+55 (0)11 5576-4848 ext. 2709

Outcome results

None listed

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