Journal article

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

Sharon Goldfeld, Pamela Snow, Patricia Eadie, John Munro, Lisa Gold, Ha ND Le, Francesca Orsini, Beth Shingles, Katherine Lee, Judy Connell, Amy Watts

BMJ OPEN | BMJ PUBLISHING GROUP | Published : 2017

Abstract

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 us..

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Grants

Awarded by Australian Research Council


Awarded by Ian Potter Foundation


Awarded by NHMRC


Funding Acknowledgements

The work is supported by the Australian Research Council Linkage Project scheme (grant number LP: 130100308) and by the Ian Potter Foundation (reference: 20130004). The work is also supported by the CECV and DET, The RCH Education Institute and MCRI. Research at the MCRI is supported by the Victorian Government's Operational Infrastructure Support Program. SG was supported by a NHMRC Career Development Award (1082922). LG was supported by a NHMRC Early Career Fellowship (1035100). The funding bodies had no role in relation to the design and conduct of the study; collection, management, analysis and interpretation of the data; preparation, review or approval of the manuscript and decision to submit the manuscript for publication.