Oral language interventions (also known as oracy or speaking and listening interventions) refer to approaches that emphasise the importance of spoken language and verbal interaction in the classroom. They include dialogic activities.

Oral language interventions are based on the idea that comprehension and reading skills benefit from explicit discussion of either content or processes of learning, or both, oral language interventions aim to support students’ use of vocabulary, articulation of ideas and spoken expression.

Oral language approaches might include:

• targeted reading aloud and book discussion with young children;
• explicitly extending students’ spoken vocabulary;
• the use of structured questioning to develop reading comprehension; and
• the use of purposeful, curriculum-focused, dialogue and interaction.

Oral language interventions have some similarity to approaches based on Metacognition (which make talk about learning explicit in classrooms), and to Collaborative learning approaches which promote students’ interaction in groups.

When considering oral language interventions, schools should also consider and respond to the diversity of languages represented in the school (for example, home or heritage languages), and how this might influence their intervention strategies.

1. On average, oral language approaches have a high impact on student outcomes of 6 months' additional progress.

2. It is important that spoken language activities are matched to students’ current stage of development, so that it extends their learning and connects with the curriculum.

3. Training can support adults to ensure they model and develop students' oral language skills and vocabulary development.

4. Some students may struggle specifically with spoken language. Schools should consider how they will identify students that need additional support around oral language and articulation. It may be helpful to focus on speaking and listening activities separately where needed to meet particular needs.

The average impact of Oral language interventions is approximately an additional six months’ progress over the course of a year. Some studies also often report improved classroom climate and fewer behavioural issues following work on oral language.

Approaches that focus on speaking, listening and a combination of the two all show positive impacts on achievement.

Most of the studies focus on reading outcomes. The small amount of studies that do study maths and science show small positive effects. Language approaches in these subjects may be used to explicitly practice subject specific vocabulary.

The studies in the Toolkit indicate that language interventions with frequent sessions over a sustained period may have a larger impact, overall. Approaches that are delivered one-to-one also have larger impacts.

Aotearoa New Zealand-based research on oral language is more focused on parent-child interactions and less on teachers’ practices in the classroom. Studies relevant to the learning environment are focused on oral language assessment strategies and how these can support students with speech or language delays.

Evidence suggests that Oral language interventions that explicitly aim to develop spoken vocabulary work best when they are related to current content being studied in school, and when they involve active and meaningful use of any new vocabulary. Some examples of approaches that have been shown to be effective include:

• encouraging students to read aloud and then have conversations about book content with teachers and peers
• modelling inference through the use of structured questioning
• group or paired work that allow students to share thought processes
• implicit and explicit activities that extend students

With any of these activities is it crucial to ensure that oral language activities are linked to the wider curriculum (e.g., using oral language activities to model technical language in science).

Oral language interventions can be delivered intensively over the course of a few weeks, but may also be developed over the course of an academic year. Frequent sessions (3 times a week or more) over a sustained period (half a term to a term) appear to be most successful.

Overall, the median costs of implementing Oral language interventions are estimated as very low. The costs associated with Oral Language Interventions largely arise from books, resources, and training, the majority of which are start-up costs.

Whilst the median cost estimate for Oral language interventions is very low, the option to provide training for staff means that costs can range from very low to moderate.

Local research:

Neha T., Reese, E., Schaughency, E., and Taumoepeau, M. (2020) The role of Whānau (New Zealand Māori Families) for Māori Children’s Early learning. Developmental Psychology, 56 (8) http://dx.doi.org/10.1037/dev0000835

Reese, E., Gun, A., Bateman, A., Carr, M., (2019) Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language. Early Years, 41 (5)  https://doi.org/10.1080/09575146.2019.1621804

Robertson, S.L. (2015) The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy DOI: 10.1177/1468798415598354