Trial reportLanguage, speech, and hearing services in schools2017
Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response.
Trial report in Language, speech, and hearing services in schools, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed.
- Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach.Journal of speech, language, and hearing research : JSLHR · 2019Trial
- Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.Language, speech, and hearing services in schools · 2017Trial
- Investigating the Effects of Adding Explicit Teaching and/or Signing to Story-Based Vocabulary Intervention for School-Aged Children With (Developmental) Language Disorder.International journal of language & communication disordersTrial
- The Number of Sessions Children With Developmental Language Disorder Retrieve Words Relates Positively to Retrieval After Extended Post-Training Delays.Language, speech, and hearing services in schools · 2025Article
- Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Developmental Language Disorder: Incorporating Retrieval-Based Practice Into Training.Language, speech, and hearing services in schools · 2025Article
- Learning Verbs in Sentences: Children With Developmental Language Disorder and the Role of Retrieval Practice.Journal of speech, language, and hearing research : JSLHR · 2024Article
- Retrieval Practice and Word Learning by Children With Developmental Language Disorder: Does Expanding Retrieval Provide Additional Benefit?Journal of speech, language, and hearing research : JSLHR · 2024Article
- Can Retrieval Practice Facilitate Verb Learning in Children With Developmental Language Disorder and Their Peers With Typical Language Development?Journal of speech, language, and hearing research : JSLHR · 2023Article
- What predicts individual response to language treatment in bilingual children with developmental language disorder?Perspectives of the ASHA special interest groups · 2023Article
- Effectiveness of intervention focused on vocational course vocabulary in post-16 students with (developmental) language disorder.International journal of language & communication disorders · 2022Article
- Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.Journal of speech, language, and hearing research : JSLHR · 2021Article
- A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.Journal of neurodevelopmental disorders · 2021Article
- Predictors of Treatment Response for Preschool Children With Developmental Language Disorder.American journal of speech-language pathology · 2020Article
- Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input.Journal of speech, language, and hearing research : JSLHR · 2020Article
- Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development.Language, speech, and hearing services in schools · 2019Article
- The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading.Language, speech, and hearing services in schools · 2019Article
- Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules.Journal of speech, language, and hearing research : JSLHR · 2019Article
- Word Learning Ability Varies Across Contexts and Time: A Longitudinal Study of Primary School Children with Developmental Language Disorder.Autism & developmental language impairmentsArticle
- Word learning and verbal working memory in children with developmental language disorder.Autism & developmental language impairmentsArticle
- Engaging, Explicit, and Elaborated: An Initial Trial of Media-Enhanced Preschool Vocabulary Instruction.Topics in language disordersArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
purposeThis study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response.
methodAn escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pretreatment and early treatment measures.
resultsResponse to treatment improved as intensity increased from 12 to 24 to 36 exposures, and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment response: Children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment.
conclusionThe adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.