Language Development
Conditions
Keywords
Shared Book Reading, Dialogic Reading, Language Development, Syntax, Vocabulary, Young Children, Randomised Control Trial, Language Intervention
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALReading Together - Pausing for Reading
BEHAVIORALReading Together - Dialogic Reading
BEHAVIORALReading Together - Shared Reading Control
Sponsors
Caroline Rowland
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
QUADRUPLE (Subject, Caregiver, Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
30 Months to 36 Months
Healthy volunteers
Yes
Inclusion criteria
* All families will be included unless they fit the
Exclusion criteria
.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in baseline language skills (PLS-5) | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in baseline syntax comprehension (CELF Preschool-2 UK) | Baseline and 6 weeks | The Clinical Evaluation of Language Fundamentals - Preschool 2 UK (CELF Preschool-2) will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use the 'Sentence Structure' subtest. This will allow measurement of the children's understanding of a range of simple and complex sentence structures. A sentence is read to the child and the child chooses, from a set of pictures, which picture ''goes with'' that sentence. |
| Change in baseline caregiver dialogic reading behaviour | Baseline and 6 weeks | 10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target dialogic reading behaviours. This will allow measurement of the caregiver's dialogic reading behaviour pre- and post-intervention. |
| Change in baseline caregiver pause reading behaviour | Baseline and 6 weeks | 10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target pause reading behaviours. This will allow measurement of the caregiver's pause reading behaviour pre- and post-intervention. |
Countries
United Kingdom
Outcome results
None listed