Classroom promotion of oral language : Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement

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

Classroom promotion of oral language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children\u27s literacy outcomes at grade 3, oral language and mental health

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

Describing teacher and school engagement with a professional learning intervention: A mixed-methods study

© 2019 Beth Louise ShinglesThe use of school-based randomised controlled trials (RCTs) testing the effectiveness of learning/educational interventions has increased significantly over the last ten years. It is well recognised that implementation and process evaluations (IPE) alongside RCTs play a crucial complementary role by enhancing contextual understanding of trial outcomes and capturing educator experiences otherwise absent from RCT results. This explanatory sequential mixed-methods study describes how teachers and schools in the Classroom Promotion of Oral Language (CPOL) RCT engaged with a two-year professional learning (PL) intervention. Drawing on Berkel and colleagues’ (2011) integrated theoretical model of program implementation, teacher and school engagement was investigated and described using measures of participant responsiveness previously shown to be associated with positive program outcomes. These included attendance at face-to-face PL days, utilisation of opportunities for active participation including follow-up support and the online component, completion of between-unit-activities and program satisfaction. Mixed-methods findings demonstrated great variability in engagement with each intervention component. Leadership co-participation was found to significantly facilitate teacher engagement with all intervention components, and conversely a major barrier when absent. Additionally, teachers from schools that were participating in multiple projects/interventions at once found it difficult to give CPOL the time and effort required for sustained engagement. The use of multiple measures and time points showed that despite satisfaction increasing over time, participants found continued engagement into the second year challenging without strong leadership support

Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

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