[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590176-105":59,"doc-detail-590176-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","classroom-promotion-of-oral-language-outcomes-from-a-randomized-controlled-trial-of-a-whole-of-classroom-intervention-to-improve-childrens-reading-achievement","Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement","","Research on classroom oral language learning is examined through a whole-of-classroom cluster randomized controlled trial involving 1,360 students. The teacher professional learning intervention combined face-to-face professional learning with ongoing support, aiming to improve oral language in early school years and strengthen reading achievement. The primary outcome measured reading ability at Grade 3, while secondary outcomes covered oral language, reading, and mental health at Grades 1 and 3. No differences emerged between intervention and control groups; implications and future directions are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-promotion-of-oral-language-outcomes-from-a-randomized-controlled-trial-of-a-whole-of-classroom-intervention-to-improve-childrens-reading-achievement/590176/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-promotion-of-oral-language-outcomes-from-a-randomized-controlled-trial-of-a-whole-of-classroom-intervention-to-improve-childrens-reading-achievement/590176.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the classroom oral language intervention?","Question",{"text":112,"@type":113},"To determine whether a teacher professional learning program targeting oral language in early school years would improve student outcomes, especially reading achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and how many students participated?",{"text":117,"@type":113},"A whole-of-classroom cluster randomized controlled trial included 1,360 students divided into intervention (687) and control (673) groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s primary and secondary outcomes?",{"text":121,"@type":113},"Primary outcome was reading ability at Grade 3. Secondary outcomes included oral language, reading, and mental health at Grades 1 and 3.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590176,1792900882,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–21 DOI: 10. 1177/23328584221131530  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nClassroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement  \nSharon Goldfeld  \nMurdoch Children’s Research Institute  \nThe Royal Children’s Hospital  \nThe University of Melbourne  \nPamela Snow  \nLa Trobe University  \nPatricia Eadie  \nJohn Munro  \nThe University of Melbourne  \nLisa Gold  \nHa N. D. Le  \nDeakin University  \nFrancesca Orsini  \nMurdoch Children’s Research Institute  \nBeth Shingles  \nMurdoch Children’s Research Institute  \nJudy Connell  \nCatholic Education Melbourne  \nAmy Watts  \nMurdoch Children’s Research Institute  \nTony Barnett  \nMurdoch Children’s Research Institute  \nThe University of Melbourne  \nChildren 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  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nGoldfeld et al.  \n1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.  \nKeywords: children, classroom instruction, elementary schools, experimental design, intervention, language comprehension/development, literacy, professional development, reading  \nImportance of Language Skills for Student Literacy and Learning and Outcomes  \nOral language has been defined as the “ability to engage successfully with a range of communication partners via the spoken word, in order to conduct a wide variety of personal, social, educational, commercial and professional relationships. Such engagement should be reciprocal at the level appropriate to the nature of the interpersonal relationship and should confirm to a range of developmental, cultural, and socio-linguistic norms”(Snow, 2009, p. 102) . Oral language competence is central to children’s learning (Dickinson et al., 2010) . It is a predictor of future learning and the primary tool by which learning takes place in the classroom; part of the process and the product of learning (Dubois et al., 2020; Snowling & Hulme, 2012; Young et al., 2002) . In the early years of schooling, wide-ranging oral language skills (across phonology, morphology, syntax, semantics, and pragmatics) need to be engaged synergistically as the foundation for the acquisition of literacy skills, 1 including the ability to decode, understand text of different types, write, spell, and learn from text across the curriculum (Castleset al., 2018; Konza, 2014; Munro, 2011; Nation, 2019; Snowling & Hulme, 2012) . To actively engage in educati","cbCainvsffubjeUe","https://ap.wps.com/l/cbCainvsffubjeUe","pdf",1079436,21,"English","# Importance of Language Skills for Student Literacy and Learning and Outcomes\n## Oral language as a foundation for literacy\n## Reciprocal links between language and reading\n# Long-Term and Broader Impact of Oral Language and Literacy Difficulties","[{\"question\":\"What was the main goal of the classroom oral language intervention?\",\"answer\":\"To determine whether a teacher professional learning program targeting oral language in early school years would improve student outcomes, especially reading achievement.\"},{\"question\":\"How was the study designed and how many students participated?\",\"answer\":\"A whole-of-classroom cluster randomized controlled trial included 1,360 students divided into intervention (687) and control (673) groups.\"},{\"question\":\"What were the study’s primary and secondary outcomes?\",\"answer\":\"Primary outcome was reading ability at Grade 3. Secondary outcomes included oral language, reading, and mental health at Grades 1 and 3.\"}]","Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement | PDF",1792068992,53]