Oral language supports early literacy: A pilot cluster randomized trial in disadvantaged schools
Pamela C Snow, Patricia A Eadie, Judy Connell, Brenda Dalheim, Hugh J McCusker, John K Munro
INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY | TAYLOR & FRANCIS LTD | Published : 2014
This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by on..View full abstract
This project was funded by the (Australian) Department of Education, Employment and Workplace Relations (DEEWR), through the Literacy & Numeracy Pilots scheme. The views expressed here are those of the authors, not necessarily of DEEWR.