Classroom Promotion of Oral Language: Outcomes from a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children's Reading Achievement

Autor/inn/en	Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Le, Ha N. D.; Orsini, Francesca; Shingles, Beth; Connell, Judy; Watts, Amy; Barnett, Tony
Titel	Classroom Promotion of Oral Language: Outcomes from a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children's Reading Achievement
Quelle	In: AERA Open, 8 (2022) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Goldfeld, Sharon) ORCID (Barnett, Tony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Oral Language; Intervention; Reading Achievement; Reading Improvement; Instructional Effectiveness; Faculty Development; Elementary School Students; Elementary School Teachers; Grade 3; Reading Comprehension; Mental Health; Writing Skills; Numeracy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Leseleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Psychohygiene; Writing skill; Schreibfertigkeit; Rechenkompetenz; Ausland; Australien
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01