English As An Additional Language (EAL)
: HHS5K9
The Oral Language Supporting Early Literacy pilot study
17
Level F, 1
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This teacher resource describes the Oral Language Supporting Early Literacy (OLSEL) pilot study sponsored by the Catholic Education Council of Victoria and implemented in eight schools in low socioeconomic status communities across Victoria. The resource is organised in nine sections: Summary, Target student group, Method, Results, Lessons learned, Next steps, Research base, Further reading and links, and Contacts. It highlights the importance of the oral language knowledge that children need to make the transition to literacy and the effectiveness of the ICPALER approach (Ideas, Conventions, Purposes, Ability to Learn, Expressive and Receptive language).
More Details
| Level | F, 1 |
|---|---|
| Learning Area |
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| Resource Type | Document, Teacher Guide |
| Keywords | Learning Strategies, Reading Comprehension, Socioeconomic status, Speaking, Phonemes, Spoken texts, Teaching Methods, Teach learn share, Teacher Professional Learning, Non-English speaking background students, Educational Research |
| Audience | Teacher |
| ScOT Keyword | Reading comprehensionSpoken textsSocioeconomic statusSpeakingTeaching methodsEducational researchLearning strategiesTeacher professional learningPhonemesNon-English speaking background students |
| Language | English |
| Published Date | 22/03/2016 |
| Educational Values |
This resource is valuable for teachers and schools seeking to improve all aspects of their children's attainment of the Foundation and year 1 achievement standards in English. Quantitative data in the resource shows the pilot achieved significant gains in the students' oral language and in reading for students progressing from Foundation to year 1. Children from particularly disadvantaged backgrounds showed significantly greater gains in reading outcomes. Children from Language backgrounds other than English (LBOTE) made language and reading gains and reversed the typical pattern of a widening gap in reading ability between them and their non-LBOTE peers.
The Results, Lessons learned, Next steps and Research base sections of the resource have clear implications for the implementation of the English curriculum in the Foundation year and in year 1. The resource is relevant for content descriptions about listening to and responding orally to texts and to the communication of others in informal and structured classroom situations, and recognising sounds (phonemes) in spoken words. It is also relevant for using comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that students listen to, view and read, by drawing on students' growing knowledge of context, text structures and language features.
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| Copyright | © 2014 Commonwealth of Australia, unless otherwise indicated. This material is provided under a Creative Commons Attribution-Share Alike licence (CC BY-SA 3.0 AU) unless otherwise indicated. You may distribute, remix and build upon this material, provided that you include the acknowledgement '© Commonwealth of Australia 2014' and license under the same terms any new creations you have based on the material. |
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