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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
journal contributionposted on 2023-02-16, 03:41 authored by S Goldfeld, P Snow, P Eadie, J Munro, Lisa GoldLisa Gold, Ha LeHa Le, F Orsini, B Shingles, J Connell, A Watts, T Barnett
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.
PublisherSAGE PUBLICATIONS INC
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Social SciencesEducation & Educational Researchchildrenclassroom instructionelementary schoolsexperimental designinterventionlanguage comprehension/developmentliteracyprofessional developmentreadingPROFESSIONAL-DEVELOPMENTACADEMIC OUTCOMESEARLY LITERACYYOUNG-ADULTSSKILLSDIFFICULTIESEMPLOYMENTKNOWLEDGEEDUCATIONIMPAIRMENTBehavioral and Social ScienceClinical ResearchDental/Oral and Craniofacial DiseasePreventionPediatricClinical Trials and Supportive Activities3.1 Primary prevention interventions to modify behaviours or promote wellbeing3 Prevention of disease and conditions, and promotion of well-beingMental health3 Good Health and Well Being