NCT04752943

Leveraging Clinic to Promote Literacy in Young Children

Tips By Text: Using Text Messages to Support Clinic Parents and Improve Child School Readiness Outcomes

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 381 (actual)
• Sponsor: Stanford University · Academic / Other
• Sex: All
• Age: 3 Years – 5 Years
• Healthy volunteers: Accepted

Summary

Our primary aim of this study is to assess the impact of an early literacy text messaging program (TipsByText, TbT) for parents of children between 3 to 4-years old during an office visit without access to preschool. To assess this aim, our objectives are to specifically assess (1) child literacy using the Phonological Awareness Literacy Screening Tool (PALS-PreK) and (2) caregiver involvement using the Parent Child Interactivity Scale (PCI) pre- and post-intervention, comparing with a control group not receiving the TipsByText intervention. A secondary outcome of this study is to compare trust among families that participate in the Tips by Text (TbT) Program with families that do not participate in TbT using the Trust Evaluation Scale. Children will complete the PALS-PreK and caregivers of the children will complete the PCI and Trust Evaluation Scales.

Conditions

• Literacy

Interventions

Type	Name	Description
OTHER	Tips By Text Messages	Texts sent to caregivers meant to increase parent child interaction around literacy, sent to participants 3 x a week for 7 months

Timeline

• Start date: 2017-10-16
• Primary completion: 2019-07-26
• Completion: 2019-07-26
• First posted: 2021-02-12
• Last updated: 2021-03-29

Locations

1 site across 1 country: United States