Improving children's language, literacy and mental health: evaluating the impact of the classroom promotion of oral language (CPOL) approach

The classroom promotion of oral language: a cluster randomised controlled trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN77681972

Enrollment

5300

Registered

2014-01-22

Start date

2014-02-03

Completion date

Unknown

Last updated

2023-03-20

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Early Years Education, Oral Language Development, Teacher Profession Learning Not Applicable

Interventions

Schools are randomised to two arms: intervention arm and the control arm. All children in one classroom at each school will be allocated together as a single unit for randomisation ('the cluster'). Th

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Victorian Primary Schools (25 Government Schools and 25 Catholic Schools) with >10% children identified as vulnerable in the language and cognition domain of the 2012 Australian Early Development Index (AEDI - http://www.rch.org.au/aedi/)

Exclusion criteria

Exclusion criteria: N/A

Design outcomes

Primary

Measure	Time frame
Current primary outcome measures as of 31/01/2018: Reading scale score, assessed using NAPLAN (accessed via data linkage from VCAA) in the middle of grade 3 Previous primary outcome measures: 1. National Assessment Program Literacy and Numeracy (NAPLAN): a full description of the way in which NAPLAN is administered is available at: http://www.nap.edu.au/naplan/naplan.html 2. The Strengths & Difficulties Questionnaire (SDQ) 3. Reading Progress Test (RPT)	—

Measure

Time frame

Current primary outcome measures as of 31/01/2018: Reading scale score, assessed using NAPLAN (accessed via data linkage from VCAA) in the middle of grade 3 Previous primary outcome measures: 1. National Assessment Program Literacy and Numeracy (NAPLAN): a full description of the way in which NAPLAN is administered is available at: http://www.nap.edu.au/naplan/naplan.html 2. The Strengths & Difficulties Questionnaire (SDQ) 3. Reading Progress Test (RPT)

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Secondary

Measure	Time frame
Current secondary outcome measures as of 31/01/2018: 1. Writing, language and numeracy scale scores, assessed using NAPLAN (accessed via data linkage from VCAA) in the middle of grade 3 2. Mental health, assessed using the Strengths & Difficulties Questionnaire (SDQ) at baseline and the end of grade 1 3. Reading comprehension, assessed using the Reading Progress Test (RPT) at the end of grade 1 4. Language (receptive language, receptive vocabulary, expressive language), assessed using CELF 4: concepts and following directions, NIH Toolbox Picture Vocabulary Test, and Renfrew Language Scales (4th ed) Bus Story Test at the end of grade 1 5. Teacher knowledge, assessed using survey at baseline, end of foundation and end of grade 1 6. Teacher practice, assessed using audio recordings at end of foundation and end of grade 1 Previous secondary outcome measures: English Online Interview (EOI) At the conclusion of the CPOL trial, a purposively selected sample of teachers will be asked to participate in either a focus group or an in-depth interview, so that their reflections on the CPOL intervention can be explored in some depth. Teacher knowledge concerning oral language and its role in supporting the transition to literacy will also be explored at that point.	—

Measure

Time frame

Current secondary outcome measures as of 31/01/2018: 1. Writing, language and numeracy scale scores, assessed using NAPLAN (accessed via data linkage from VCAA) in the middle of grade 3 2. Mental health, assessed using the Strengths & Difficulties Questionnaire (SDQ) at baseline and the end of grade 1 3. Reading comprehension, assessed using the Reading Progress Test (RPT) at the end of grade 1 4. Language (receptive language, receptive vocabulary, expressive language), assessed using CELF 4: concepts and following directions, NIH Toolbox Picture Vocabulary Test, and Renfrew Language Scales (4th ed) Bus Story Test at the end of grade 1 5. Teacher knowledge, assessed using survey at baseline, end of foundation and end of grade 1 6. Teacher practice, assessed using audio recordings at end of foundation and end of grade 1 Previous secondary outcome measures: English Online Interview (EOI) At the conclusion of the CPOL trial, a purposively selected sample of teachers will be asked to participate in either a focus group or an in-depth interview, so that their reflections on the CPOL intervention can be explored in some depth. Teacher knowledge concerning oral language and its role in supporting the transition to literacy will also be explored at that point.

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Countries

Australia

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 25, 2026