Regarding tracking early reading and spelling progress from 5 years. With the changes in the National Curriculum, Foundation students (that is, Kindergarten NSW/ACT, Preparatory QLD/VIC/TAS, Pre-Primary WA, Reception SA and Transition NT), need to acquire early reading, spelling and writing skills.  This is new territory for the educators operating within this ‘Foundation’ phase of literacy […]

Diana and the team at PLD have always made it a focus to highlight the importance of phonics as part of a wider skills set for successful teaching of students from the age of 3 up to Year 6. The entirety of PLD’s resources employ a practical and highly functional style beneficial to both the […]

During April and May 2015, Emeritus Professor Bill Louden investigated and prepared a case study report on the school operations and pedagogical practices in place in nine high performing primary schools as measured by NAPLAN. The intention of the investigation was to inform the Department of Education’s understanding of the conditions required for a school […]

We all know that students require alphabetic knowledge in order to embark on the process of learning to read and spell. However, while most parents focus on letter naming ability it is letter sound knowledge that is more important to assist with literacy learning. For example: In order to spell the basic word ‘dog’ a […]

Look-Cover-Say-Write-Check is a great strategy for children learning to spell. In this PLD Literacy and Learning Insight, Diana Rigg discusses how to gain the maximum benefit from this technique. The video demonstrates how to slow down and focus children on the process. You may also wish to look at the following supportive products which may […]

In this PLD Literacy and Learning Insight, Diana Rigg discusses the use of technology by our children, how much technology time. Following a thought provoking article released in the West Australian Newspaper, communicating Telstra’s recent research on smartphone use in 3-17 year olds, Diana Rigg discusses the challenges and opportunities presented by the proliferation and widespread […]

Following on from our previous popular post on Teaching Spelling in Junior Primary is this new post on applying the concepts to Middle and Upper Primary. So welcome again to another PLD Literacy and Learning Insight.  These short 5 minute videos are designed to assist the teaching of Literacy Development. Today’s Teaching Tip is about […]

Welcome to another PLD Literacy and Learning Insight – short 5 minute videos designed to assist the teaching of Literacy Development principles.   Today’s Teaching Tip is about Teaching Spelling in Junior Primary and specifically. How to slow children down to ‘sound-out’ as they spell and write. Spelling is more difficult than reading. It is relatively […]

Sight words are a special high frequency category of words that students are instructed to recognise automatically. While that is the end goal, how is this ability developed and how can sight words be instructed? The following strategies can be applied to all sight words: Strategy 1: Sound-Out the Words When the high frequency sight […]

This video clip provides a model of the pronunciation of each of the alphabet sounds with an Australian accent. The viewing of the clip aims to assist those working with children to articulate the best model of the common sound linked to each alphabetic symbol and thereby assist the transition to early reading, spelling and writing.

Perhaps the most common question we are asked by Teachers, Coordinators and Education Support Staff is how to go about implementing a Whole School Literacy Strategy within their school. We have recently updated our online publication “Implementing PLD resources within a ‘Whole School Literacy Strategy’ policy” which includes: An Individual Education Plan (IEP) for non-reading […]

The Junior Primary Spelling Activities resource is intended to provide a definition of synthetic phonics and related skills, an understanding of the importance of synthetic phonics, and practical suggestions for how to teach synthetic phonics within the classroom.

There is little benefit to students if words are spelled correctly within the spelling cycle (when they are most familiar) but that long-term knowledge is not established.

There is currently insufficient handwriting instruction in Australian schools and children’s handwriting has become slower because they practice less.When handwriting becomes automatic, children can concentrate on what they are writing not how they are writing. A multisensory approach appears to have significant advantages in developing handwriting skills and a consistent reading and handwriting font is recommended to enhance children’s handwriting and literacy acquisition. Through establishing ideal handwriting technique, each student’s potential for academic success will be maximised.

As children reach middle primary school, developed language skills are critical for gaining academic understanding of content and information as well as communicating socially.In this era, many daily activities do not require children to have to use language. For example: watching tv, playing computer games, using a playstation, sitting quietly on their DS, watching DVDs whilst driving…