Accelerating Word Learning in Children With Language Impairment
Completed · Not applicable
Conditions studied: Specific Language Impairment
In brief
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.
Key facts
- Study ID
- NCT01829360
- Run by
- University of Kansas
- People needed
- 35
- Starts
- 2013-03-01
- Expected to finish
- 2018-08-01
- Last updated by the study team
- 2019-11-14
Who can join
Age: 5 and older, up to 6. Sex: any. Healthy volunteers: not accepted.
You may qualify if…
- Eligible for Kindergarten enrollment
- Age 5 to 6 years
- Normal hearing
- Nonverbal Intelligence Quotient (IQ) of 85 or higher on the Reynolds Intellectual Assessment Scale
- Score below 82 on the Clinical Evaluation of Language Fundamentals
- Score at or below the 10% percentile on one of the approved standardized vocabulary assessments.
You may not qualify if…
- Speaks more than one language
- Health history indicating neurologic or other disorder that would exclude a diagnosis of SLI (e.g., autism, developmental disability, seizure disorder)
Where it is running
- University of Kansas — Lawrence, Kansas, United States
Full record on ClinicalTrials.gov
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