Goldfeld Sharon, Snow Pamela, Eadie Patricia, Munro John, Gold Lisa, Le Ha N D, Orsini Francesca, Shingles Beth, Lee Katherine, Connell Judy, Watts Amy
Centre for Community Child Health, The Royal Children's Hospital, Parkville, Victoria, Australia.
Murdoch Childrens Research Institute, Parkville, Victoria, Australia.
BMJ Open. 2017 Nov 20;7(11):e016574. doi: 10.1136/bmjopen-2017-016574.
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.
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.
This trial was approved by the Monash University Human Research Ethics Committee #CF13/2634-2013001403 and later transferred to the University of Melbourne #1545540. The investigators (including Government and Catholic partners) will communicate trial results to stakeholders, collaborators and participating schools and teachers via appropriate presentations and publications.
ISRCTN77681972; Pre-results.
口语和读写能力对儿童的发展路径和人生成就有重大影响。在小学早期未培养出必要语言和读写技能的儿童，随后会面临长期困难。提高教师效能可能是提升口语和读写成果的关键一步。“课堂口语促进”试验旨在确定，与常规做法相比，一项专门设计的、聚焦于促进口语的教师专业学习计划是否能提升教师的知识和实践能力，并提高小学低年级儿童的口语和读写成绩。
这是一项双臂整群多地点随机对照试验，在澳大利亚维多利亚州的天主教和政府小学内开展。干预措施包括为教师提供4天的面对面专业学习，并通过一名特定工作人员提供持续的实施支持。主要结局是三年级学生的阅读能力，次要结局包括一年级学生的教师知识和实践、学生心理健康、阅读理解及语言能力；以及三年级学生的读写能力、写作和算术能力。经济评估将比较干预措施的增量成本与所测量的主要和次要结局。
本试验已获得莫纳什大学人类研究伦理委员会批准（编号#CF13/2634 - 2013001403），后转至墨尔本大学（编号#1545540）。研究人员（包括政府和天主教合作伙伴）将通过适当的报告和出版物，向利益相关者、合作者以及参与试验的学校和教师通报试验结果。
ISRCTN77681972；预结果。
