OLSEL Research

The Oral Language Supporting Early Literacy (OLSEL) initiative was proposed by the Catholic Education Commission of Victoria Ltd (CECV) in response to converging evidence that oral language competence is a significant variable in early literacy outcomes (National Early Literacy Panel Report 2009; Vellutino et al. 2004; Chan & Dally 2000; Scarborough 1998; Snow, Burns & Griffin 1998).

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OLSEL research,
the background, methodology and findings

Oral language supports early literacy: A pilot cluster randomised trial in disadvantaged schools.

PAMELA C. SNOW1, PATRICIA A. EADIE2, JUDY CONNELL3, BRENDA DALHEIM3, HUGH J. MCCUSKER4 & JOHN K. MUNRO5

1School of Psychology & Psychiatry, Monash University, Australia, 2Department of Audiology & Speech Pathology, University of Melbourne, Australia, 3Catholic Education Office, Melbourne, Australia, 4Private Practice, Melbourne, Australia, and 5Graduate School of Education,University of Melbourne,Australia

International Journal of Speech-Language Pathology, 2013; Early Online: 1–12
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OLSEL research,
the findings

  • Focused teaching of oral language in the early years led to both statistically and educationally significant reading gains for students
  • Oral language accounted for 28% of variance in the early reading achievement of all students, 40% of variance for students from Language Backgrounds Other than English (LBOTE) and 38% for students from a low-SES.
  • Four elements of oral language ability were identified as contributing significantly to the development of reading comprehension:
    • receptive vocabulary
    • comprehension and use of longer and more complex sentences
    • phonemic and phonological awareness
    • awareness and use of the story grammar schema.
  • Students from particularly disadvantaged backgrounds showed significantly greater gains in reading outcomes.
  • Accelerative language and reading gains were evident for students from Language Backgrounds Other Than English (LBOTE).
OLSEL Findings
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OLSEL PROJECTS (2018-2019)

CEM conducted ‘OLSEL projects’ in Catholic schools focussing on improving teacher knowledge in relation to oral language. There were 3 separate projects with cohorts of schools either developing and/or further developing students’ oral language and literacy skills. These projects were conducted through the support of a State Facilitation Grant.

Participants attended a 2-day PL in OLSEL with 3 different streams: four elements for those in F-2, HRLTPs for those in 3-6 and four elements including positive behaviour support.

These were 2 year projects with ongoing support provided by CEM staff :

  • Learning Diversity
  • New Arrivals and Refugee,
    Behaviour
  • Speech Pathologists
OLSEL Projects