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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Shared Reading Control | Other | Reading Together - Shared Reading Control. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will not be trained to read with their child. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child. |
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| Dialogic Reading | Experimental | Reading Together - Dialogic Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a dialogic reading style. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child. |
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| Pausing for Reading | Experimental | Reading Together - Pausing for Reading. The intervention will run for six weeks and the caregivers will be provided with books to read with their children. Caregivers will be trained to read with their child using a style which involves pausing, recasting and open questioning. The caregivers will be asked to read two books to their child five times a week. Caregivers will keep a reading diary and audio record all shared book reading sessions with their child. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Reading Together - Pausing for Reading | Behavioral |
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| Reading Together - Dialogic Reading |
| Measure | Description | Time Frame |
|---|---|---|
| Change in baseline language skills (PLS-5) | The Preschool Language Scale Fifth Edition (PLS-5) Will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use both the Auditory Comprehension and Expressive Communication scales to measure vocabulary and grammar knowledge. The PLS-5 standard scores are based on a mean of 100 with a standard deviation of 15. Scores between 85 and 115 are considered to be within the normal range. | Baseline and 6 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Change in baseline syntax comprehension (CELF Preschool-2 UK) | The Clinical Evaluation of Language Fundamentals - Preschool 2 UK (CELF Preschool-2) will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use the 'Sentence Structure' subtest. This will allow measurement of the children's understanding of a range of simple and complex sentence structures. A sentence is read to the child and the child chooses, from a set of pictures, which picture ''goes with'' that sentence. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Caroline F Rowland, PhD | The University of Liverpool | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Liverpool Language Lab at the University of Liverpool | Liverpool | Merseyside | L69 7ZA | United Kingdom |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Manz PH , Hughes C , Barnabas E , Bracaliello C , Ginsburg-Block M. A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly 25(4): 409-431, 2010. |
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| Behavioral |
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| Reading Together - Shared Reading Control | Behavioral |
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| Baseline and 6 weeks |
| Change in baseline caregiver dialogic reading behaviour | 10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target dialogic reading behaviours. This will allow measurement of the caregiver's dialogic reading behaviour pre- and post-intervention. | Baseline and 6 weeks |
| Change in baseline caregiver pause reading behaviour | 10 minute video recordings of the dyads reading books at baseline and 6 weeks will be analysed for the number of target pause reading behaviours. This will allow measurement of the caregiver's pause reading behaviour pre- and post-intervention. | Baseline and 6 weeks |