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
AuthorsGoldfeld, 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.

Year2021
JournalScientific Studies of Reading
Journal citation25 (1), pp. 1-30
PublisherRoutledge
ISSN1088-8438
Digital Object Identifier (DOI)https://doi.org/10.1080/10888438.2020.1714629
Scopus EID2-s2.0-85079405701
Research or scholarlyResearch
Page range1-30
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Feb 2020
Publication process dates
Deposited06 Dec 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8x2w6/teacher-knowledge-of-oral-language-and-literacy-constructs-results-of-a-randomized-controlled-trial-evaluating-the-effectiveness-of-a-professional-learning-intervention

Restricted files

Publisher's version

  • 10
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile
Munro, John. (2017). Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile. Australian Journal of Learning Difficulties. 22(2), pp. 133 - 151. https://doi.org/10.1080/19404158.2017.1379027
Classroom promotion of oral language (CPOL): Protocol for a cluster randomised controlled trial of a school-based intervention to improve children's literacy outcomes at grade 3, oral language and mental health
Goldfield, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Le, Ha N. D. and Orsini, Francesca. (2017). Classroom promotion of oral language (CPOL): Protocol for a cluster randomised controlled trial of a school-based intervention to improve children's literacy outcomes at grade 3, oral language and mental health. BMJ Open. 7(11), pp. 1 - 13. https://doi.org/10.1136/bmjopen-2017-016574
Scenario problem solving: A measure of the quality of gifted students’ thinking
Munro, John K.. (2015). Scenario problem solving: A measure of the quality of gifted students’ thinking. The Australasian Journal of Gifted Education. 24(1), pp. 23 - 29.
Oral language supports early literacy: A pilot cluster randomizedtrial in disadvantaged schools
Snow, Pamela C., Eadie, Patricia A., Connell, Judy, Dalheim, Brenda, McCusker, Hugh J. and Munro, John K.. (2014). Oral language supports early literacy: A pilot cluster randomizedtrial in disadvantaged schools. International Journal of Speech-Language Pathology. 16(5), pp. 495 - 506. https://doi.org/10.3109/17549507.2013.845691
Resourcing inclusion
Munro, John. (2014). Resourcing inclusion. In In A. F. Ashman (Ed.). Education for inclusion and diversity pp. 64 - 101 Pearson Education.
High-ability learning and brain processes: How neuroscience can help us to understand how gifted and talented students learn and the implications for teaching
Munro, John. (2013). High-ability learning and brain processes: How neuroscience can help us to understand how gifted and talented students learn and the implications for teaching. Australian Council for Educational: Research Conference 2013. Australia: ACER Press. pp. 103 - 110
Enhancing reading comprehension through explicit comprehending-strategy teaching
Munro, John. In C. Wyatt-Smith, J. Elkins and S. Gunn (Ed.). (2011). Enhancing reading comprehension through explicit comprehending-strategy teaching Springer. https://doi.org/10.1007/978-1-4020-8864-3_9
Powerful learning in the classroom needs effective pedagogy
Munro, John. (2011). Powerful learning in the classroom needs effective pedagogy. In In D. Hopkins, J. Munro and W. Craig (Ed.). Powerful learning: A strategy for systemic educational improvement pp. 109 - 124 ACER Press.
Enhancing reading comprehension through explicit comprehending-strategy teaching
Munro, John. (2011). Enhancing reading comprehension through explicit comprehending-strategy teaching. In In C. Wyatt-Smith, J. Elkins and S. Gunn (Ed.). Multiple Perspectives on Difficulties in Learning Literacy and Numeracy pp. 197 - 212 Springer. https://doi.org/10.1007/978-1-4020-8864-3_9
Technology in the development and teaching of a literacy program for XXI century education
Munro, John and Verezub, Elena. (2011). Technology in the development and teaching of a literacy program for XXI century education. In In P. Tripathi and S. Mukerji (Ed.). Cases on Innovations in Educational Marketing: Transnational and Technological Strategies pp. 104 - 117 IGI Global.
Changing the teaching for the underachieving able child: The Ruyton school experience
Wills, Lee and Munro, John. (2009). Changing the teaching for the underachieving able child: The Ruyton school experience. In In D. Montgomery (Ed.). Able, gifted and talented underachievers pp. 155 - 182 Wiley-Blackwell.