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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

Goldfeld, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Le, Ha, Orsini, Francesca, Shingles, Beth, Lee, Katherine, Connell, Judy and Watts, Amy 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, vol. 7, no. 11, pp. 1-13, doi: 10.1136/bmjopen-2017-016574.

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Title 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
Author(s) Goldfeld, Sharon
Snow, Pamela
Eadie, Patricia
Munro, John
Gold, LisaORCID iD for Gold, Lisa orcid.org/0000-0002-2733-900X
Le, HaORCID iD for Le, Ha orcid.org/0000-0001-8279-8324
Orsini, Francesca
Shingles, Beth
Lee, Katherine
Connell, Judy
Watts, Amy
Journal name BMJ open
Volume number 7
Issue number 11
Article ID e016574
Start page 1
End page 13
Total pages 13
Publisher BMJ Publishing Group
Place of publication London, Eng.
Publication date 2017-11
ISSN 2044-6055
Keyword(s) literacy
oral language
professional learning
randomised trial
schools
Science & Technology
Life Sciences & Biomedicine
Medicine, General & Internal
General & Internal Medicine
PROFESSIONAL-DEVELOPMENT
TEACHERS KNOWLEDGE
FOLLOW-UP
DISADVANTAGE
PRESERVICE
POPULATION
EDUCATION
DISORDER
IMPACT
Summary Introduction
Oral language and literacy competence are major influences on children’s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice.

Methods and analysis
This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4 days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes.
Language eng
DOI 10.1136/bmjopen-2017-016574
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution non-commercial licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30109052

Document type: Journal Article
Collections: Population Health
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.