NCT02625584

Reading Together: How to Promote Children's Language Development Using Family-based Shared Book Reading

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 150 (actual)
• Sponsor: Caroline Rowland · Academic / Other
• Sex: All
• Age: 30 Months – 36 Months
• Healthy volunteers: Accepted

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.

Conditions

• Language Development

Interventions

Type	Name	Description
BEHAVIORAL	Reading Together - Pausing for Reading
BEHAVIORAL	Reading Together - Dialogic Reading
BEHAVIORAL	Reading Together - Shared Reading Control

Timeline

• Start date: 2016-01-01
• Primary completion: 2018-04-01
• Completion: 2018-04-01
• First posted: 2015-12-09
• Last updated: 2018-09-14

Locations

1 site across 1 country: United Kingdom