Ignite Creation Date:
2024-10-26 @ 3:35 PM
Last Modification Date:
2024-10-26 @ 3:35 PM
Study NCT ID:
NCT06504264
Status:
NOT_YET_RECRUITING
Last Update Posted:
None
First Post:
2024-07-03
Brief Title:
The Effect of Articulatory Gestures on Early Literacy Skills in 4-year Olds
Sponsor:
None
Organization:
None
Study Overview
Official Title:
The Effect of Articulatory Gestures on Word Reading Non-word Reading and Phonemic Segmentation in 4-year Olds
Status:
NOT_YET_RECRUITING
Status Verified Date:
2024-07
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
This study will use an experimental design to explore if articulatory gestures with letters and phonemic awareness training enhance early literacy skills more than general mouth awareness training with letters and phonemic awareness training or letterphonemic awareness training alone
Detailed Description:
Multisensory reading strategies which recruit one or more of the five senses are routinely used in general education classrooms as well as with children who are struggling readers Despite their wide use in schools little research exists to substantiate the utilizing these strategies to enhance literacy One type of multisensory reading strategy articulatory gestures is of particular interest to speech-language pathologists SLPs as they are uniquely positioned to provide speech sound placement cues Limitations of the few prior studies that exist have prevented the isolation of the articulatory gestures themselves as the main contributor to the gains seen in literacy This study aims to control for factors such as motivation engagement and time on task to explore the specific contribution of articulation strategies during phonemic awareness training on phoneme segmentation reading of phonemically spelled words and nonword reading in typically developing four-year old children Using an experimental design participants will be randomly assigned to one of three conditions 1 phonemic awareness training with articulatory gestures 2 phonemic awareness training with general mouth pictures and 3 phonemic awareness training with no moutharticulation pictures at all Interventions will focus on phoneme-letter correspondence and phonemic segmentation using strategies specific to each group and differences between groups will be considered for pre and posttest measures
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None