Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

Journal article

Goldfeld, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Orsini, Francesca, Connell, Judy, Stark, Hannah, Watts, Amy and Shingles, Beth. (2021). Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention. Scientific Studies of Reading. 25(1), pp. 1-30. https://doi.org/10.1080/10888438.2020.1714629

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Authors	Goldfeld, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Orsini, Francesca, Connell, Judy, Stark, Hannah, Watts, Amy and Shingles, Beth
Abstract	Teacher knowledge is a critical factor in student success. In the Classroom Promotion of Oral Language cluster randomized controlled trial, we aimed to determine whether a teacher professional learning intervention focused on promoting oral language led to improved teacher knowledge. We report a study of the impact of professional learning on teacher knowledge of oral language and literacy constructs. The intervention comprised four days of face-to-face professional learning for early years’ teachers, and ongoing school implementation support. Teacher knowledge was measured through a survey at baseline, 12 months and 24 months (n = 40 intervention, n = 38 control). Teachers in the intervention arm made more correct responses on survey items than teachers in the control arm, at both time points. The professional learning intervention improved teacher knowledge in the short-to-medium term.
Year	2021
Journal	Scientific Studies of Reading
Journal citation	25 (1), pp. 1-30
Publisher	Routledge
ISSN	1088-8438
Digital Object Identifier (DOI)	https://doi.org/10.1080/10888438.2020.1714629
Scopus EID	2-s2.0-85079405701
Research or scholarly	Research
Page range	1-30
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	11 Feb 2020
Publication process dates
Deposited	06 Dec 2021

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