Specific Language Impairment Clinical Trial
Official title:
Interactive Book Reading to Accelerate Word Learning by Children With SLI
This research attempts to adapt and optimize a word learning treatment, specifically interactive book reading, for use with Kindergarten children with Specific Language Impairment (SLI). Children with SLI have difficulty learning language without any obvious cause for this difficulty. This study will examine the best way to achieve the appropriate intensity of 36 exposures. For example, is it better to hear the new words many times within the book (high dose) and to read the book few times (low dose frequency), or is it better to hear the new words a few times within the book (low dose) and to read the book many times (high dose frequency). The investigators hypothesize that reading the books many times will be more effective than repeating the words many times within a book.
Specific Language Impairment (SLI) affects approximately 7.4% of Kindergarten children.
Children with SLI are known to have difficulty learning new words, which places them at
greater risk for future reading impairments and academic failure. Surprisingly, there are few
interventions for word learning by children with SLI that have undergone rigorous efficacy
and/or effectiveness testing. The goal of this research is to optimize an interactive book
reading intervention that has proven to be successful in teaching vocabulary to other groups
of Kindergarten children. A secondary goal was to examine whether pre-treatment
characteristics predicted how many words children would learn.
This study further tests the adequate intensity of 36 exposures. Each child will receive two
treatments at the identified adequate intensity. Children were randomized to two treatments:
the standard treatment and 1 of 2 alternative treatments. The standard treatment used in
prior research was balanced between the amount of times the new word is heard within the book
(dose 6) and the amount of times the book is read (dose frequency 6). The alternative
treatments were more heavily weighted for either repetitions within the book (high dose/low
dose frequency, i.e., dose 9 x dose frequency 4) or the amount of times the book is read (low
dose/high dose frequency, i.e., dose 4 x dose frequency 9). Ultimately, this study determines
how best to achieve the adequate intensity of 36 exposures.
A secondary goal was to further examine the pre-treatment factors associated with the number
of words learned by children with SLI during interactive book reading. We once again explore
a variety of potential predictors including those that were significant in a prior study
(i.e., phonological awareness, nonword repetition, and semantics) as well as those that were
not significant in a prior study but that had the potential to be related to a child's
ability to learn during interactive book reading. That is, a child's general language
abilities (as measured by the Clinical Evaluation of Language Fundamentals-4, CELF-4, Core
Language score) and their ability to understand verbally presented stories (as measured by
the CELF-4 Understanding Spoken Paragraphs score) could impact their success in encoding new
words during interactive book reading.
;
Status | Clinical Trial | Phase | |
---|---|---|---|
Recruiting |
NCT06026124 -
Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading
|
N/A | |
Terminated |
NCT03438760 -
Improving STEM Outcomes for Young Children With Language Learning Disabilities
|
N/A | |
Active, not recruiting |
NCT05325333 -
Retrieval-Based Word Learning in Developmental Language Disorder
|
N/A | |
Completed |
NCT06001866 -
Retrieval-Based Word Learning in Developmental Language Disorder: Verb Learning
|
N/A | |
Completed |
NCT04141332 -
Specific Language Impairment (SLI) in Children May Caused by Epileptic Brain Activity
|
||
Recruiting |
NCT04558541 -
A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production
|
N/A | |
Recruiting |
NCT04996472 -
A Framework For Linking Sequential Pattern Rules in DLD: Perception in Adults
|
N/A | |
Recruiting |
NCT04531514 -
A Framework For Linking Sequential Pattern Rules in DLD: Perception in Toddlers
|
N/A |