Adults 5 to 6, any sex, with Language Development Disorders. Patients with the condition only — healthy volunteers not accepted.
Results — posted to ClinicalTrials.gov
Per-arm endpoint measurements with 95% confidence intervals where reported. Source: trial results section.
Change in Definition Scores From Pre- to 12-weeks Post-treatmentPrimary· 20 weeks: pre-treatment, treatment (7.5 weeks), 12-weeks post-treatment
This outcome measure indicates the total number of words children responded to correctly at post-test after subtracting the total number of words correct at pre-test. For the definition scores, this includes the total number of words that the child provided correct definitions for at post-test minus the number of words that the child provided correct definition scores at pre-test.
For each child, there was a total of 30 taught words and 30 untaught words. Thus, for all word learning outcomes the range is 0-30.
For all assessments of word learning, higher values represent a better outcome. In
Group
Value
95% CI
Low Testing
2.50
± 2.64
Mid Testing
3.18
± 5.53
High Testing
5.50
± 4.10
Change in Naming Scores From Pre- to 12-weeks Post-treatmentSecondary· 20 weeks: pre-treatment, treatment (7.5 weeks), 12-weeks post-treatment
This outcome measure indicates the total number of words children responded to correctly at post-test after subtracting the total number of words correct at pre-test. For the naming scores, this included the total number of words that the child provided the correct name for (target word) when given a picture and sentence prompt at post-test, minus the total number of words that the child provided the correct name for at pre-test. For each child, there was a total of 30 taught words and 30 untaught words. Thus, for all word learning outcomes the range is 0-30. For all assessments of word learni
Pre-treatment general vocabulary measures will be re-administered post-treatment. We report the change in number of words defined at pretest and immediate post test. Each child was tested on taught words (words trained during the intervention) and untaught words (words assessed but not trained). Thus, there are four primary outcome scores for word learning: assessments of 1. form and 2. meaning for taught words, and assessments of 3. form and 4. meaning for untaught words.
For each child, there was a total of 30 taught words and 30 untaught words. Thus, for all word learning outcomes the rang
Group
Value
95% CI
Low Testing
1.90
± 2.42
Mid Testing
2.64
± 2.73
High Testing
0.90
± 1.81
Sponsor's own description
Children with Specific Language Impairment (SLI) are slower to learn new words than their peers, placing them at risk for academic failure. In this study, we are improving a storybook reading treatment to help Kindergarten children with SLI learn new words. In this study, we compare three versions of book reading that vary in how often children are tested on, meaning asked to talk about, the words they are learning in the book: low vs. mid vs. high testing. We then examine which version of the treatment leads to better learning of the words during treatment and remembering of the words after treatment. We also seek to understand individual differences in treatment outcomes by examining pre-treatment predictors as well as progress during and after treatment.
Publications & conference data
No peer-reviewed publications indexed yet for this trial. Completed trials usually publish results within 12-18 months.
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Sponsor: as reported to ClinicalTrials.gov by University of Kansas
Last refreshed: 2 December 2025
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