x

NEW UPDATE: Completed trials may now upload and register supplementary documents (e.g. null results reports, populated pre-analysis plans, or post-trial results reports) in the Post Trial section under Reports, Papers, & Other Materials.
Fostering language skills: a parental book reading intervention
Last registered on September 26, 2017

Pre-Trial

Trial Information
General Information
Title
Fostering language skills: a parental book reading intervention
RCT ID
AEARCTR-0002464
Initial registration date
September 26, 2017
Last updated
September 26, 2017 10:44 AM EDT
Location(s)
Region
Primary Investigator
Affiliation
Sciences Po- Paris
Other Primary Investigator(s)
PI Affiliation
Sciences Po-CNRS
PI Affiliation
Sciences Po- CNRS
Additional Trial Information
Status
In development
Start date
2017-10-03
End date
2018-12-18
Secondary IDs
Abstract
This project aims at developing an intervention to foster parental book reading and testing its effects on children’s language skills. The intervention targets the parents of 4-year old children attending pre-primary schools in disadvantaged neighbourhoods in the city of Paris. Parents will receive: a) a phone call by an experienced interviewer that will encourage them to participate in this initiative and will explain the benefits of parental reading for their children in terms of cognitive development and educational opportunities; b) one free book to read per week; c) written materials with information on effective reading techniques; d) weekly text messages with tips and suggestions for an enjoyable reading. Widening the vocabulary and narrative discourse skills of children is our main target, but we expect that parental reading initiatives can have long-term, lasting effects only if they raise parents’ and children intrinsic enjoyment of reading.

External Link(s)
Registration Citation
Citation
Barone, Carlo, Denis Fougère and Agnès Zanten. 2017. "Fostering language skills: a parental book reading intervention." AEA RCT Registry. September 26. https://doi.org/10.1257/rct.2464-1.0.
Former Citation
Barone, Carlo et al. 2017. "Fostering language skills: a parental book reading intervention." AEA RCT Registry. September 26. http://www.socialscienceregistry.org/trials/2464/history/21813.
Sponsors & Partners

There are documents in this trial unavailable to the public. Use the button below to request access to this information.

Request Information
Experimental Details
Interventions
Intervention(s)
Parents will receive: a) a phone call (2-3 minutes) by an experienced interviewer that will encourage parents to participate in this initiative and will explain the important benefits of parental reading for their children in terms of cognitive development and educational opportunities; b) one free book to read per week distributed by the school teacher (selection of 16 book titles); c) written materials with information on effective reading techniques (one brochure each week during the first two months); d) text messages every week with tips and suggestions for an enjoyable reading (6 to 10 weekly messages starting in the third month). Teachers are allowed to present the books to the children but not to read them regularly.
Intervention Start Date
2017-11-06
Intervention End Date
2018-05-20
Primary Outcomes
Primary Outcomes (end points)
Primary outcomes: language skills, measured by a test of receptive vocabulary and a test of narrative competence.
Secondary outcomes: parental book reading frequency; parental and child enjoyment for book reading
Primary Outcomes (explanation)
The measure of receptive vocabulary is built by the team to focus on the vocabulary of the books. It consists of 16-20 words-stimuli: for each of these words, there are three confounders. The child is shown the four images and has to point the image corresponding to the word-stimuli named by the interviewer.
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We draw a random sample of 22 public, REP/REP+, pre-primary schools in the 18/19/20th arrondissements of Paris (the areas corresponding to the disadvantaged neighbourhoods of the city). REP/REP+ schools are schools characterised by a high share of disadvantaged families. We invite the school principals by phone in September: this call is also used to screen out schools that already have a regular initiative of book borrowing to the families. Then, we visit the schools to present the experiment to the teachers and to organise the pre-treatment test and the distribution of parental consent forms, which contain also a small questionnaire (parental education, language spoken at home, parental reading frequency, parents' and child enjoyment for parental book reading). The teachers collect these forms between September and October and only if parents sign them their children are eligible. In october the children are administered a test of receptive vocabulary and asked about parental book reading frequency. The above-described intervention lasts between November and early May. In May/June we have the post-treatment test: the same test of receptive vocabulary, plus a measure of narrative competence (still to be defined, the model is the model is the Renfrew bus story test). Additionally, the parental questionnaire with the questions on reading frequency and enjoyment is administered to the parents also in June.
Experimental Design Details
We draw a random sample of 22 public, REP/REP+, pre-primary schools in the 18/19/20th arrondissements of Paris (the areas corresponding to the disadvantaged neighbourhoods of the city). REP/REP+ schools are schools characterised by a high share of disadvantaged families. We invite the school principals by phone in September: this call is also used to screen out schools that already have a regular initiative of book borrowing to the families. Then, we visit the schools to present the experiment to the teachers and to organise the pre-treatment test and the distribution of parental consent forms, which contain also a small questionnaire (parental education, language spoken at home, parental reading frequency, parents' and child enjoyment for parental book reading). The teachers collect these forms between September and October and only if parents sign them their children are eligible. In october the children are administered a test of receptive vocabulary and asked about parental book reading frequency. The above-described intervention lasts between November and early May. In May/June we have the post-treatment test: the same test of receptive vocabulary, plus a measure of narrative competence (still to be defined, the model is the model is the Renfrew bus story test). Additionally, the parental questionnaire with the questions on reading frequency and enjoyment is administered to the parents also in June.
Randomization Method
Within each school, half of the classes are assigned to the treatment and half to the control status. We use the "randbetween" function in Excel.
Randomization Unit
Each class in the school is the randomization unit
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
Around 80 classes, comprising both classes with only children aged 4 and mixed-age classes ('multi-niveau'), where only children aged 4 participate in the study.
Sample size: planned number of observations
Around 900 children
Sample size (or number of clusters) by treatment arms
450/450
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
effect size of 0.20. Based on Powerup software, accounting for clustering, availability of pre-test measures and individual and school-level predictors of the outcome, and randomisation design (clustered with bloking at the school level)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Academie de Paris (School authority of the city)-Sciences Po scientific direction
IRB Approval Date
2017-02-15
IRB Approval Number
02-17
Analysis Plan
Analysis Plan Documents
Analysis plan

MD5: 09e182eccb22ddd10bff627625a1070a

SHA1: 136a99b8b9dca38420082f2315da852019ba1248

Uploaded At: September 26, 2017

Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS