Promoting Caregiver Implementation of an Effective Early Learning Intervention

Part of paid clinical trials in Columbus, Ohio.

Sponsor
Ohio State University
Study ID
NCT06275815
Status
Recruiting
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Conditions

  • Developmental Language Disorder
  • Reading; Difficult

Eligibility Criteria

Sex
ALL
Age
48 Months - 71 Months
Healthy Volunteers
Not accepted

Interventions

  • Sit Together and Read (STAR) — OTHER
    Sit Together and Read (STAR) features an explicit, systematic sequence of 15 objectives that target four dimensions of print knowledge: print organization, print meaning, letters, and words. These objectives are explicitly targeted in the context of repeated adult-child shared reading sessions and are systematically cycled over an intervention period so the child has repeated opportunities for acquiring the targeted print objectives. STAR is a manualized 15-week intervention.
  • Monetary Reward — BEHAVIORAL
    Caregiver receives a monetary reward of $0.50 for each session logged (up to 60 sessions) and audio-recording completed (up to 15 audio recordings).
  • Text Encouragement — BEHAVIORAL
    Caregiver receives three tailored encouraging text messages specific to each week of the Sit Together and Read intervention.

Study Details

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.

Key Dates

Start date
Apr 10, 2024
Status verified
Sep 2025
Primary completion
Jul 31, 2028
Completion
Jul 31, 2028

Study Design

Enrollment
320 participants (estimated)
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION

Arms

  • No Intervention: Untreated Control
    Caregivers read to child as usual over 15 week period.
  • Experimental: STAR Only
    Typical implementation of Sit Together and Read (STAR)
  • Experimental: STAR + Reward
    Typical implementation of Sit Together and Read (STAR) plus additional small monetary incentives for caregivers
  • Experimental: STAR + text encouragement
    Typical implementation of Sit Together and Read (STAR) plus caregivers receive encouraging text messages

Primary Outcome Measure

Preschool Word and Print Awareness (PWPA) [ Time Frame: Pretest before intervention and post-test immediately following intervention ]

Central Contacts

Locations (2)

FacilityCityStateZIPSite coordinators
Nationwide Children's HospitalColumbusOhio43205
Jamie B Boster, PhD
[email protected]
614-722-8756
Jamie B Boster, PhD, CCC-SLP (PRINCIPAL_INVESTIGATOR)
Schoenbaum Family Center; Crane Center for Early Childhood Research and PolicyColumbusOhio43201
Jennifer M Bostic, MA
[email protected]
614-292-5715
Laura M Justice, PhD (PRINCIPAL_INVESTIGATOR)
Rebecca Dore, PhD (SUB_INVESTIGATOR)
Hui Jiang, PhD (SUB_INVESTIGATOR)

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By research site
Nationwide Children's Hospital· Columbus, OHSchoenbaum Family Center; Crane Center for Early Childhood Research and Policy· Columbus, OH

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