Media Instruction for Literacy Skills

(LIME Trial)

Overseen By Eileen L Donnally, Master of Science

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Ohio State University

Disqualifiers: Severe intellectual disability, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 3

450 Participants Needed

Trial Summary

Do I need to stop my current medications to join the trial?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Media instruction, Storybook intervention for literacy skills?

Research shows that video and multimedia tools, like those used in media instruction, can effectively improve knowledge and skills. For example, video presentations have been found to be as effective as other methods and more effective than just written information in patient education. ^{1 2 3 4 5}

Is media instruction for literacy skills safe for humans?

The available research does not provide specific safety data for media instruction for literacy skills, but it generally involves educational activities, which are typically safe for humans. ^{6 7 8 9 10}

How does media instruction differ from other treatments for literacy skills?

Media instruction is unique because it focuses on teaching individuals to critically analyze and create media content, which can enhance their understanding and use of media. This approach is different from traditional literacy programs that may not emphasize media literacy, which involves understanding media messages and their impact on behavior and perceptions. ^{6 9 11 12 13}

What is the purpose of this trial?

The goal of this study is to determine whether an intervention to support caregivers in engaging with their children while using educational media together can improve children's early literacy skills, compared to an aligned shared book reading intervention and to no intervention. Given that early literacy skills predict children's later academic learning, this home intervention, which aims to shape the communication patterns surrounding a common, family-friendly activity, has the potential to positively influence the trajectory of low income children's academic success. The investigators propose that amedia based activity will reduce barriers and increase adherence therefore increasing literacy skills over time.

Research Team

Rebecca A Dore, PhD

Principal Investigator

Ohio State University

Eligibility Criteria

This trial is for caregivers and their children to see if using educational media together can boost the kids' early literacy skills. It's especially aimed at low-income families who might benefit from such interventions.

Inclusion Criteria

I am between 42 and 57 months old.

Minimally verbal in English

Caregiver sufficiently proficient in English

Exclusion Criteria

I am older than 57 months.

Severe intellectual disability

I am not fluent in English.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Caregivers implement joint media or storybook sessions with their child four times per week for 12 weeks, focusing on early literacy skills.

12 weeks

Weekly digital logs and audio recordings

Follow-up

Participants are monitored for literacy skill improvements and adherence to intervention activities.

12 months

Assessments at 3, 6, and 12 months post-intervention

Treatment Details

Interventions

• Media instruction
• Storybook intervention

Trial Overview The study tests two methods: one where caregivers use media as a tool for teaching, and another with shared storybook reading. The effectiveness of these approaches will be compared to no intervention at all.

Participant Groups

Group I: Media instruction Experimental Treatment 1 Intervention

Caregivers will be asked to implement joint media sessions with their child four times per week for 12 weeks using lightly adapted versions of the commercially-available Super Why! program, which focuses on early literacy skills, including alphabet knowledge, rhyming, spelling, and print concepts. Sessions are anticipated to last 20 minutes. Caregivers will be trained by researchers on explicit strategies to use to promote children's learning. Caregivers will digitally log every session and audio record 1 session each week.

Group II: Business-as-usual control Active Control 1 Intervention

Caregivers will be asked to log any joint learning activities they engage in with their child but will not be provided with any specific materials or instructions.

Group III: Storybook instruction Active Control 1 Intervention

Caregivers will be asked to implement joint storybook reading sessions with their child four times per week for 12 weeks using adapted versions of the commercially -available Super-Why! storybooks, which focus on early literacy skills including alphabet knowledge, rhyming, spelling, and print concepts. Sessions are anticipated to last 20 minutes. Caregivers will be trained by researchers on explicit strategies to use to promote children's learning. Caregivers will digitally log every session and audio record 1 session each week.

Who Is Running the Clinical Trial?

Ohio State University

Lead Sponsor

Trials

891

Recruited

2,659,000+

University of Central Florida

Collaborator

Trials

101

Recruited

1,191,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

Findings from Research

A review of 33 studies indicates that using television as a patient education tool can effectively enhance knowledge, skill training, and behavior change, with 11 studies showing significant results through randomized control trials.

Video presentations were found to be as effective as other educational methods and more effective than just providing written information, suggesting that television can be a valuable resource in patient education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Television as a patient education tool: a review of its effectiveness. Nielsen, E., Sheppard, MA.[2019]

A review of 62 studies found that 61% reported significant improvements in patient outcomes when using video-based educational interventions compared to standard education techniques in inpatient settings.

Video-based education effectively enhances short-term health literacy, but its impact on long-term behavior changes remains uncertain, suggesting that combining various educational methods over time may yield better health outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The impact of the use of video-based educational interventions on patient outcomes in hospital settings: A scoping review. Dahodwala, M., Geransar, R., Babion, J., et al.[2019]

References

1. Ireland pubmed.ncbi.nlm.nih.gov

Television as a patient education tool: a review of its effectiveness. [2019]

2. Ireland pubmed.ncbi.nlm.nih.gov

The impact of the use of video-based educational interventions on patient outcomes in hospital settings: A scoping review. [2019]

3. United States pubmed.ncbi.nlm.nih.gov

The multimedia computer for low-literacy patient education: a pilot project of cancer risk perceptions. [2007]

4. England pubmed.ncbi.nlm.nih.gov

Usability and feasibility of multimedia interventions for engaging patients in their care in the context of acute recovery: A narrative review. [2023]

5. Ireland pubmed.ncbi.nlm.nih.gov

Comparative analysis of print and multimedia health materials: a review of the literature. [2022]

6. England pubmed.ncbi.nlm.nih.gov

Effectiveness of health-promoting media literacy education: a systematic review. [2018]

7. United States pubmed.ncbi.nlm.nih.gov

Guidelines for making health education work. [2018]

8. United States pubmed.ncbi.nlm.nih.gov

Associations Between Toddlers' Naturalistic Media Experience and Observed Learning from Screens. [2020]

9. India pubmed.ncbi.nlm.nih.gov

The relationship between media literacy and psychological well-being in adolescent girls in Semirom city. [2020]

10. United States pubmed.ncbi.nlm.nih.gov

The SMARxT Media Literacy Program: Improving Evidence-Based Prescribing among Medical Students. [2023]

11. United States pubmed.ncbi.nlm.nih.gov

Background media use is negatively related to language and literacy skills: indirect effects of self-regulation. [2022]

12. Canada pubmed.ncbi.nlm.nih.gov

The Associations Among Individual Factors, Media Literacy, and Dietary Supplement Use Among College Students: Cross-Sectional Study. [2021]

13. Bosnia and Herzegovina pubmed.ncbi.nlm.nih.gov

The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences' Students Using Iranian Media and Information Literacy Questionnaire (IMILQ). [2020]