The goal of this study is to examine the impact of a caregiver-implemented shared reading program, Sit Together and Read (STAR), on children ages 4 to 5 with developmental language disorder. The main questions it aims to answer are: * how much STAR impacts children's literacy skills in the short-term and long-term--up to two-years after completing STAR. * how do caregiver supports in the form of small monetary rewards or encouraging texts help caregivers to implement STAR at its intended frequency of sessions per week. Caregiver participants will be assigned to either a control group or one of three STAR groups. Children's skills related to literacy and learning will be assessed before the intervention starts, at the end of the intervention, and every six months post-intervention for two years. Researchers will determine the short term and long term impacts of STAR compared to the control group. Researchers will compare the three STAR conditions to see if the rewards or encouragement helped parents to follow through with completing more STAR sessions.
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AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.
Preschool Word and Print Awareness (PWPA)
Timeframe: Pretest before intervention and post-test immediately following intervention
Phonological Awareness Literacy Screening (PALS): Alphabet Knowledge and Name Writing
Timeframe: Pretest before intervention and post-test immediately following intervention
The Reading House (THR)
Timeframe: Pretest before intervention and post-test immediately following intervention
Woodcock Johnson Test of Achievement- IV (WJ-IV): Word Attack and Letter-Word Identification
Timeframe: Completed at all assessing timepoints. Pretest, immediate post-test, 6 month follow-up, 12 month follow-up, 18 month follow-up, 24 month follow up.
Woodcock Johnson Test of Achievement- IV (WJ-IV): Spelling, Passage Comprehension
Timeframe: 6 month follow-up, 12 month follow-up, 18 month follow-up, 24 month follow up.