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Learning to read is more than just an essential life skill, it opens up entirely new worlds and possibilities. However, as we all know, it is an area of learning which can be challenging. For some children, this can mean stress, anxiety and difficulties progressing academically. Research shows us that poor literacy skills are linked […]
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To inspire and focus teachers for the term ahead, be sure to view and forward these short refresher clips. The clips provide concise, relevant, and actionable tips for effective PLD implementation within the classroom. In these succinct videos, we also explain how to cater to the range in student ability by using screening and tracking […]
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PLD recommends commencing explicit SSP instruction as early as possible in Term 1. Some schools new to implementing PLD used a pupil-free day at the end of the previous year, or the beginning of this new school year, to review handover screening whilst watching the online courses. However, there will be other schools that are […]
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PLD are often asked to provide support and feedback on tracking sheets. As this is a complimentary service, and one that we are happy to provide to schools implementing PLD, we ask that tracking sheets be sent through in the recommended format. PLD receives hundreds of queries, requests, and calls for support and if every […]
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In general phonological awareness develops from an awareness of larger units (such as syllables and onset-rime) to an awareness of smaller units (phonemes). Teaching a child to blend and segment words is an important step in building phonological and phonemic awareness which in turn lead to strong literacy and reading skills. Phonological awareness (and more […]
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Many schools take the opportunity to commence PLD implementation on pupil-free days at the beginning or end of the school year. Typically, half a day is sufficient time for staff to familiarise themselves with PLD’s programs, screening, downloadable manuals, online courses, and processing of the testing. Naturally, questions will arise, but the allocation of a […]
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Reading is a vital skill we use multiple times a day, often with minimal effort. However, this ability to read effortlessly, to understand different texts and read with pace and expression, is not a naturally developing milestone or innate ability. It requires explicit instruction and rehearsal of many components, which are identified in educational papers, […]
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The complete guide to literacy development in childhood and primary school in Australia. Everything for teachers and parents to know.
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To inspire and focus your teachers for the term ahead, be sure to forward them these short refresher clips. The clips provide concise, relevant, and actionable tips for effective PLD implementation within the classroom. These succinct videos, provide reminders, on the teaching, testing, tracking, and catering to the range in student ability. It will be […]
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Due to COVID-19 restrictions, the 2021 Australian Educational Publishing Awards were held online in September. Celebrating its 28th year, the awards evening brought together publishers to acknowledge excellence and award businesses going above and beyond for the advancement of students. Organised by the Australian Publishers Association, the prestigious annual Educational Publishing Awards reward excellence and […]
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The most fundamental responsibility of schools is teaching students to read, spell and write. Literacy affects academic performance in all subjects and is associated with later social, emotional, economic and physical health. After decades of multidisciplinary research, the scientific community has largely reached a consensus on how children learn to read, what is effective instruction, […]
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PLD is delighted that our evidence-based literacy programs are ranked along other high-quality and well-designed programs for teaching Structured Synthetic Phonics (SSP) in primary schools. In the January edition of The Bulletin, the Dyslexia-SPELD Foundation compared PLD with other evidence-based SSP programs which facilitate high-quality Tier 1, Tier 2, and Tier 3 instruction. Professor William […]
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PLD’s unique approach scaffolds children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way. Following an extensive literature review in 2020, PLD’s approach to high frequency words (HFW) was upgraded. If you would like to read more about the body of research […]
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As with any teaching resource, there are different ways sound wall displays can be introduced, displayed and utilised. As sound walls are a fairly new instructional tool, it is important to provide information on how to use them to their full potential. Click here if you would like to read more about sound walls and SSP, […]
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This article is for educators teaching older students that require decodable reading books beyond junior primary (or students who need to develop fluency). In days gone by, decodable reading books were depreciated for having dull plots and limited vocabulary; very unappealing for older students still requiring decodable reading material. In response, PLD sourced a range […]
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Decodable reading books are an essential component of an evidence-based SSP approach and all students, regardless of age, who are in the early stages of reading (typically PLD Stages 1 & 2) should be assigned them. Decodable reading books only contain phonic concepts and High Frequency Words (HFWs) that students have been explicitly taught. Specifically […]
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How Sound Walls Belong in PLD’s SSP Program Structured Synthetic Phonics (SSP) is at the heart of PLD’s offering. Every resource we create is intended to scaffold, support, and extend students’ SSP knowledge and skills. Our latest release, Sound Wall Charts, are a special resource that will bring to life the PLD teaching sequences and […]
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In my time travelling to different schools and conducting seminars with educators, I often highlight the fact that attendance at school is important and essential for children to learn. However it’s important to point out that on its own, attendance will not raise literacy standards. This is particularly the case for remote schools and those […]
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For students to develop strong literacy skills in the junior primary years, they need accurate and fluent vocabulary, comprehension, and oral language skills. The most effective way to teach these skills to students is through the explicit teaching method called “systematic synthetic phonics”. At the moment, the UK Phonics Check has been implemented in NSW and […]
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It is important to take the opportunity prior to the beginning of a new school year to reflect on what programs have best-served students within your school. As part of this process, educators should be guided by the Science of Reading research and perhaps take the time to investigate alternative evidence-based programs. Within this context, […]
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Research repeatedly explains that it is essential to get it right when students are first learning to read. The bleak reality is that once children start to fall behind their peers, even with special funding and programs, it is difficult for many to catch up. With this in mind, this blog is devoted to early reading. All […]
