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Tier 2 Oral Language and Early Reading Interventions for Preschool to Grade 2 Children: A Restricted Systematic Review
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Goldfeld, Sharon; Beatson, Ruth; Watts, Amy; Snow, Pamela; Gold, Lisa; Le, Ha ND; Edwards, Stuart; Connell, Judy; Stark, Hannah; Shingles, Beth; Barnett, Tony; Quach, Jon; Eadie, Patricia – Australian Journal of Learning Difficulties, 2022
This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a…
Descriptors: Oral Language, Beginning Reading, Early Intervention, Preschool Children
Classroom Promotion of Oral Language: Outcomes from a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children's Reading Achievement
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Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Le, Ha N. D.; Orsini, Francesca; Shingles, Beth; Connell, Judy; Watts, Amy; Barnett, Tony – AERA Open, 2022
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…
Descriptors: Oral Language, Intervention, Reading Achievement, Reading Improvement
Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention
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Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Orsini, Francesca; Connell, Judy; Stark, Hannah; Watts, Amy; Shingles, Beth – Scientific Studies of Reading, 2021
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…
Descriptors: Foreign Countries, Faculty Development, Pedagogical Content Knowledge, Knowledge Level
Teacher Talk in Early Years Classrooms Following an Oral Language and Literacy Professional Learning Program
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Eadie, Patricia; Stark, Hannah; Snow, Pamela; Gold, Lisa; Watts, Amy; Shingles, Beth; Orsini, Francesca; Connell, Judy; Goldfeld, Sharon – Journal of Research on Educational Effectiveness, 2022
Teacher classroom instructional practice can be a powerful influence on student learning. The Classroom Promotion of Oral Language randomized controlled trial tested whether teacher professional learning focused on promoting oral language in classrooms could improve teacher knowledge and classroom instruction. This study focuses on evaluating the…
Descriptors: Oral Language, Classroom Communication, Teaching Methods, Audio Equipment