N/A
N=35
Accelerating Word Learning in Children With Language Impairment
Specific Language Impairment
Bottom Line
View on ClinicalTrials.gov: NCT01829360 ↗Enrolled (actual)
35
Serious AEs
0.0%
Results posted
Nov 2019
Primary outcome: Primary: Change in Words Known From Pre- to Post-treatment — 0.63; 0.78; 0.56; 0.38 Number of words learned — p=<0.05
Study Design & Population
- Study type
- Interventional
- Phase
- N/A
- Interventions
- Treatment (interactive book reading, dialogic reading, shared book reading) (Behavioral)
- Age
- Pediatric · 5+ yrs
- Sex
- All
- Sponsor
- University of Kansas
- Primary completion
- Aug 2018
Outcome Measures
| Outcome | Result | p-value |
|---|---|---|
| PRIMARY Change in Words Known From Pre- to Post-treatment |
0.63; 0.78; 0.56; 0.38; 6.88; 2.44 | <0.05 sig |
| SECONDARY Interim Definition |
3.00; 5.11; 6.33; 5.38; 12.13; 8.00 | <0.05 sig |
| SECONDARY Interim Naming |
0.63; 0.78; 0.44; 0.38; 3.88; 1.44 | — |
Summary
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.
Eligibility Criteria
Inclusion Criteria
- 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.
Exclusion Criteria
- 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)
Data sourced from ClinicalTrials.gov (NCT01829360). Outcome figures and adverse-event rates are extracted automatically from the registry's posted results and are provided for clinician reference, not as a substitute for the primary publication.