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Evaluating the Impact of Story Starters on Children's Language Development

2017-08-31 20:23:21 | BioPortfolio

Summary

The aim of this project is to evaluate whether Beanstalk's 'Story Starters' intervention is effective in boosting vocabulary and grammatical development in young children.

Description

Children who read regularly with their parents or carers tend to learn language faster, enter school with a larger vocabulary of words and become more successful readers in school (Bus, et al., 1995; Mol et al., 2008). Because of this, local authorities often commission services to promote family-based shared book reading. However, recent studies suggest that shared reading interventions work less effectively for children from disadvantaged backgrounds than originally thought, particularly when their parents have lower levels of education. This means that there is a danger that the benefits of shared reading will be restricted to children from more affluent homes and not get through to those who need them most. To solve this problem, the investigators need to develop a better understanding of how reading interventions work and to evaluate existing shared reading interventions to determine whether they are effective in promoting young children's language development.

The aim of this project is to evaluate whether Beanstalk's 'Story Starters' intervention is effective in boosting vocabulary and grammatical development in young children. Story Starters is a reading intervention delivered by Beanstalk, a national children's literacy charity committed to ensuring no child faces the severe consequences of illiteracy. Beanstalk trains volunteers to provide caring and fun one-to-one support to disadvantaged children aged 3 and 4 in local nurseries, aiding their language development.

The project will compare the effects of the 'Story Starters' intervention against a wait-list control group. Children in the intervention group will receive the Story Starters intervention, delivered by a trained Beanstalk volunteer, at their preschool for six months. The trained volunteer will visit the child twice a week and deliver a one-to-one 20 minute book reading and play session. Children in the intervention group will also receive a new book each month which will be sent to their home address by Dolly Parton's Imagination Library.

Children in the wait list control group will also receive a new book each month from Dolly Parton's Imagination Library but they will not receive the 'Story Starters' intervention until after the project has ended.

Study Design

Conditions

Language Development

Intervention

Story Starters Intervention, Wait-list Control

Location

Liverpool Language Lab at the University of Liverpool
Liverpool
Merseyside
United Kingdom
L69 7ZA

Status

Not yet recruiting

Source

University of Liverpool

Results (where available)

View Results

Links

Published on BioPortfolio: 2017-08-31T20:23:21-0400

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