Overview

OLSEL - Oral Language Supporting Early Literacy

The Oral Language Supporting Early Literacy research initiative is currently being implemented by the Catholic Education Commission of Victoria, within eight schools in low SES school communities across Victoria. The aim of this research initiative is to improve the oral language skills of students in the early years, thereby resulting in a measurable improvement in literacy performance.

The Oral Language Supporting Early Literacy research initiative seeks to develop the oral language competence of students in the early years, to facilitate early literacy development. The goal of the research initiative is centred around professional learning to support teachers to more effectively plan and implement strategies which specifically target the development of oral language skills in the early years of schooling with a particular focus on the first year of schooling.

Oral Language Supporting Early Literacy

Oral language competence is crucial for literacy development, with an increasing body of evidence identifying it as a key indicator of children’s early reading ability. Chan and Dally (2000) further expand the body of evidence linking oral language proficiency to the development of literacy skills and argue a causal relationship stating that ‘... limitations in oral language abilities are at the basis of early reading difficulties experienced by students.’

 

Chan, L., & Dally, K. (2000). Review of the literature. In L. C. W. Louden, J. Elkins, D. Greaves, H. House, M. Milton, S. Nichols, M. Rohl, J. Rivalland and C. van Kraayenoord (Ed.), Mapping the territory: Primary students with learning difficulties: Literacy and numeracy (Vol. 2, pp. 161-331). Canberra: Department of Education, Training & Youth Affairs.