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Improving STEM Outcomes for Young Children With Language Learning Disabilities Via Telehealth

NCT04775199 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 32

Last updated 2023-08-14

No results posted yet for this study

Summary

In this study the investigators focus on a subset of at-risk students who find the language of science to be a barrier to the learning of science. These are the nearly 3 million children in the U.S. who have a learning disability called specific language impairment (SLI). Children with SLI present with deficits in spoken grammar and vocabulary and they are 3.9 to 8.1 times more likely to have reading deficits than children in the general population.

Specific Aim #1: To determine whether science-relevant language intervention enhances the learning of science concepts in young children who have SLI.

Specific Aim #2: To determine whether science-relevant language intervention facilitates generalization of science concepts and practices in young children who have SLI

Conditions

  • Language Development Disorders

Interventions

BEHAVIORAL

Language Intervention

The examiners will target vocabulary and grammar in the context of preschool science instructions.

Sponsors & Collaborators

  • University of Delaware

    collaborator OTHER

  • University of Iowa

    collaborator OTHER

  • Karla McGregor

    lead OTHER

Principal Investigators

  • Karla K McGregor, Ph.D. · Boystown National Research Hospital

Study Design

Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
4 Years
Max Age
7 Years
Sex
ALL
Healthy Volunteers
No

Timeline & Regulatory

Start
2021-01-09
Primary Completion
2023-08-01
Completion
2023-08-01

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT04775199 on ClinicalTrials.gov