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Classroom promotion of oral language : Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement
Goldfeld, Sharon Snow, Pamela Eadie, Patricia Munro, John Gold, Lisa Le, Ha N. D. Orsini, Francesca Shingles, Beth Connell, Judy Watts, Amy
Goldfeld, Sharon
Snow, Pamela
Eadie, Patricia
Munro, John
Gold, Lisa
Le, Ha N. D.
Orsini, Francesca
Shingles, Beth
Connell, Judy
Watts, Amy
Abstract
Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.
Keywords
children, classroom instruction, elementary schools, experimental design, intervention, language comprehension/development, literacy, professional development, reading
Date
2022
Type
Journal article
Journal
AERA Open
Book
Volume
8
Issue
1
Page Range
1-21
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC 4.0
File Access
Open