In this section
The Classroom Promotion of Oral Language (CPOL) trial is a study to investigate the impact of teacher led oral language promotion on child language, literacy and mental health.
CPOL is built on 3 areas of policy-relevant research; (1) the importance of the early years of school (2) the importance of teacher quality (3) the intrinsic relationship between oral language skills and future literacy, numeracy and social development.
Language competence (including spoken communication and literacy) is a major influence on children’s developmental pathways and life success. The ability to communicate and use language effectively impacts upon the capacity of children to learn, on their mental health and behaviour, on their future educational and employment achievements, and on their social and community participation opportunities. As a teacher’s effectiveness has a powerful impact on students, this study will determine whether a teacher professional learning program can lead to improved teacher knowledge and practice leading to improved student outcomes in oral language, literacy and mental health for early years’ primary school children.
This project builds on a successful pilot (Snow et al., in press) and stands to significantly influence student learning in early years classrooms, by translating empirical evidence into changed teacher practices.
The aims of the project are to:
The project will be led by the University of Melbourne (Associate Professor Sharon Goldfeld) together with an experienced team from the health and education disciplines through a unique collaboration between the institutions listed below.
Associate Professor John MunroDr Patricia EadieProfessor Sharon Goldfeld
Professor Frank OberklaidDr Katherine Lee
1. Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold,
L., Le, H.N.D., Orsini, F., Shingles, B., Lee, K., Connell, J. & Watts, A.
(2017). 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. BMJ
2. Snow, P.C., Eadie, P.A., Connell, J., Andersen, B., McCusker, H.J., & Munro, J.K. (in press). Oral language supports early literacy (OLSEL): A pilot cluster randomized trial in disadvantaged schools. International Journal of Speech Language Pathology.
For more information please contact Amy Watts, CPOL Project Manager.
The Centre for Community Child Health is a department of The Royal Children’s Hospital and a research group of Murdoch Childrens Research Institute.