Kindergarten Children Acquiring Words Through Storybook Reading
Completed · Not applicable
Conditions studied: Language Development Disorders
In brief
Children with Specific Language Impairment (SLI) are slower to learn new words than their peers, placing them at risk for academic failure. In this study, we are improving a storybook reading treatment to help Kindergarten children with SLI learn new words. In this study, we compare three versions of book reading that vary in how often children are tested on, meaning asked to talk about, the words they are learning in the book: low vs. mid vs. high testing. We then examine which version of the treatment leads to better learning of the words during treatment and remembering of the words after treatment. We also seek to understand individual differences in treatment outcomes by examining pre-treatment predictors as well as progress during and after treatment.
Key facts
- Study ID
- NCT03586479
- Run by
- University of Kansas
- People needed
- 48
- Starts
- 2018-07-02
- Expected to finish
- 2023-06-30
- Last updated by the study team
- 2025-12-02
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 5-6 years Normal hearing Normal nonverbal IQ -- Nonverbal IQ of 85 or higher Language impairment as documented by language score </= 94 on SPELT-3 or </=91 on TNL-2 Vocabulary impairment as documented by a vocabulary score </= 6 on DELV, </= 6 on CELF-4 Word Classes, </= 6 on CCC-2
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)
Where it is running
- University of Kansas — Lawrence, Kansas, United States
Full record on ClinicalTrials.gov
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