An interventional study of Let's Know! in Developmental Language Disorder and Language Impairment, sponsored by Arizona State University. Completed at 1 site in United States. Open to participants aged 6 Years to 8 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-02-05.
Sponsored by Arizona State University · Not applicable, Interventional, and Treatment
Oral language skills are vital for reading comprehension. Some children, however, are at increased risk for reading comprehension difficulties due to underlying oral language deficits. School-based interventions that target children's abilities to understand and produce spoken language have shown positive effects for improving language and reading comprehension of children with typical development and those at-risk for language disorders, so it is likely that they will benefit children with low oral language skills.
The purpose of this study is to examine the efficacy of a small-group intervention for improve language skills in first grade students with low oral language skills.
Oral language skills, which consist of both lower-level (vocabulary and grammar) and higher-level skills (inferencing, comprehension monitoring, and text structure knowledge) are crucial for reading comprehension. Children with low oral language skills are at increased risk for negative academic outcomes due to their deficits in understanding and producing language. Multi-component interventions have shown positive effects for improving language comprehension and reading comprehension outcomes of children with typical development and at-risk for language and literacy disorders, and thus may benefit children with low oral language skills.
The purpose of this study is to examine the efficacy of Let's Know!, a small group multi-component intervention, for improving language comprehension skills in first-grade students with low oral language skills. A randomized controlled trial will be employed to compare the language comprehension outcomes for a treatment group compared to a business-as-usual control group.
121 studies on the registry are indexed under Language Development Disorders; 49 are open to participants now.
This study's enrollment of 22 is below the median of 74 across 106 interventional studies indexed under Language Development Disorders.
Browse Language Development Disorders studies →Arizona State University is the lead sponsor of 238 studies on the registry; 42 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Exclusion Criteria:
2 units of a multicomponent intervention to improve vocabulary, text structure knowledge, inferencing, and comprehension monitoring within narrative and expository texts.
Behavioral: Let's Know!
This intervention is modified from a whole-classroom intervention by LARRC, 2018 and modified by Hogan et al. used in a larger NIH R01 investigation. We are examining the efficacy of the first two units used by Hogan et al.
Curriculum-Aligned Vocabulary Measure
Vocabulary measure to assess participants' knowledge of 16 vocabulary words taught during the intervention.
Time frame: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Inferencing Measure
This measure will examine students' knowledge of making inferences through narrative texts. There are 16 total questions for this measure.
Time frame: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Comprehension Monitoring Measure
This is a curriculum-aligned measure of comprehension monitoring strategies taught during intervention. There are 4 total questions for this measure.
Time frame: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Text Structure Knowledge Measure
This is a curriculum-aligned measure of text structure knowledge taught during the intervention. The participant is read a story, is asked to retell the story, and then is asked 3 questions about main events. This occurs twice for a total of 2 retells and 6 comprehension questions.
Time frame: From enrollment to the end of treatment at 10 weeks of intervention.
Plan to share: No — In our parent consent form, we did not specify that individual participant data would be shared.
No publications or documents are linked to this record.
This study is completed, as verified in Feb 2026. You cannot join it, but the record below documents what was studied.
Get an email when the registry record changes — status, dates, results — or when someone posts here.
Sign in to followQuestions and observations about this study, from anyone following it. Not medical advice, and not a channel to the study team — their contact details are on the registry record.
Sign in to join the discussion. Reading takes no account; posting does. You choose a display name, and a pseudonym is the default.
Nothing here yet. If you are running this trial, taking part in it, or weighing whether to, this is the place to say so.
Language Development Disorders →