Evaluating the Impact of Story Starters on Children's Language Development

Julian Pine198 enrolled

Overview

The aim of this project is to evaluate whether Beanstalk's 'Story Starters' intervention is effective in boosting vocabulary and grammatical development in young children.

Children who read regularly with their parents or carers tend to learn language faster, enter school with a larger vocabulary of words and become more successful readers in school. Because of this, local authorities often commission services to promote family-based shared book reading. However, recent studies suggest that shared reading interventions work less effectively for children from disadvantaged backgrounds than originally thought, particularly when their parents have lower levels of education. This means that there is a danger that the benefits of shared reading will be restricted to children from more affluent homes and not get through to those who need them most. To solve this problem, there is a need to develop a better understanding of how reading interventions work and to evaluate existing shared reading interventions to determine whether they are effective in promoting young children's language development. The aim of this project is to evaluate whether Beanstalk's 'Story Starters' intervention is effective in boosting vocabulary and grammatical development in young children. Story Starters is a reading intervention delivered by Beanstalk, a national children's literacy charity committed to ensuring no child faces the severe consequences of illiteracy. Beanstalk trains volunteers to provide caring and fun one-to-one support to disadvantaged children aged 3 and 4 in local nurseries, aiding their language development. The project will compare the effects of the 'Story Starters' intervention against a wait-list control group. Children in the intervention group will receive the Story Starters intervention, delivered by a trained Beanstalk volunteer, at their preschool for six months. The trained volunteer will visit the child twice a week and deliver a one-to-one 20 minute book reading and play session. Children in the intervention group will also receive a new book each month which will be sent to their home address by Dolly Parton's Imagination Library. Children in the wait list control group will also receive a new book each month from Dolly Parton's Imagination Library but they will not receive the 'Story Starters' intervention until after the project has ended.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

QUADRUPLE

Enrollment

198

Conditions

Language Development

Interventions

Story Starters InterventionBEHAVIORAL

Shared reading intervention

Wait-list ControlBEHAVIORAL

Wait-list control

Eligibility

Sex: ALLMin age: 3 YearsMax age: 5 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: All families will be included unless they fit the exclusion criteria Exclusion Criteria: * Children born before 37 weeks gestation (premature) * Children who weighed less than 5lb 9oz at birth (low birth weight) * Children who have had an ear infection/glue ear for longer than 3 months, 4-6 ear infections within a 6 month period or another identified hearing problem (e.g. at newborn hearing screening) * Children with an identified developmental disability (e.g. Cerebral Palsy, Autism Spectrum Disorder, Fragile X syndrome, Muscular dystrophy, Di George syndrome, Down's syndrome, Williams syndrome) * Children with a hearing or visual impairment * Children who hear another language (not English) for 1 day or more in a typical week (please note that this also excludes children of parents who do not speak English) * Children whose parents have a learning disability which puts their children at risk of language delay and excludes the parents from giving informed consent on their own and on their children's behalf.

Locations (1)

Liverpool Language Lab at the University of Liverpool

Liverpool, Merseyside, United Kingdom

Outcomes

Primary Outcomes

Change in baseline language skills - CELF

The Clinical Evaluation of Language Fundamentals - Preschool 2 United Kingdom (CELF Preschool-2) will be administered. This is a published standardized measure of the language knowledge of individual children. The investigators will use three subtests to calculate each child's core language score. The three subtests measure knowledge of sentence structure, knowledge of word structure and expressive vocabulary.

Time frame: Baseline, 6 months and 12 months

Change in baseline receptive vocabulary

The British Picture Vocabulary Scale (BPVS) will be administered. This is a published standardised measure and will be used to measure receptive vocabulary of individual children.

Time frame: Baseline, 6 months and 12 months

Change in baseline phonological awareness

The full Preschool Inventory of Phonological Awareness (PIPA) will be administered. This is a published standardised measure of phonological awareness of individual children. The investigators will use the PIPA to measure, rhyme awareness, syllable segmentation, alliteration awareness, phoneme isolation, phoneme segmentation and letter knowledge.

Time frame: Baseline, 6 months and 12 months

Change in baseline language skills - the WellComm Screening tool

The WellComm Screening Tool will be administered. This is a published measure of language skills of individual children. The investigators will use the WellComm to measure expressive and receptive language skills.

Time frame: Baseline, 6 months and 12 months

Secondary Outcomes

Fidelity to the intervention by the Beanstalk volunteer

Video recordings of the trained Beanstalk volunteers delivering 'Story Starter' sessions will be analysed to measure fidelity to the intervention and presence of target book reading behaviours. This will include coding for the presence of Dialogic book reading behaviours (prompting, evaluating, expanding and repeating). This will allow measurement of whether the volunteer adheres to the Story Starter intervention.

Data from ClinicalTrials.gov

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