By

PLD routinely revisits and reviews the existing research to ensure our programs continue to reflect current best practices. This blog revisits and extends the topic of fluency. An earlier blog on the topic can be found here.  Helping students become accurate and automatic readers is central to reading comprehension and confidence. Reading fluency is generally […]

By

What are HFWs? High-frequency words (HFWs) are words that have been identified as commonly appearing in children’s literature. The majority of HFWs can be decoded once students have learned the grapheme correspondences within those words. These words are then repeatedly read until students are able to read them in flash. PLD refers to these as […]

By

Clearing Up Terminology Teachers often encounter confusion regarding the term ‘sight words’. It’s crucial to clarify that sight words represent instructional outcomes, not instructional inputs. Words become ‘sight words’ only once students can automatically read them through the process of orthographic mapping. Associate Professor Lorraine Hammond humorously summarises this concept: ‘Every word wants to be […]

By

One of the most common questions teachers ask is, “Which children are at risk of struggling with reading?” Identifying these risk factors early is not only useful for intervention but also for the implementation of preventative programs that support early literacy development. Research consistently shows that certain factors increase the likelihood of reading difficulties, and […]

By

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. The UK Phonics Screening Check assists teachers in identifying early gaps in students’ reading ability. After decades of multidisciplinary research, the scientific community […]

By

To develop strong literacy skills in the junior primary years, students 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”. As of 2023, the Year 1 Phonics Check has been implemented across Australia in NSW, […]

By

Letter-sound knowledge acquisition is one of the key elements driving early reading acquisition. For young learners, cracking the alphabet code can be challenging due to the arbitrary nature of letters and their sound correspondences. Mnemonics offers a bridge between familiar images and the letters, facilitating strong letter-sound relationships. Research Base Behind Mnemonics Mnemonics is a […]

By

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 phonic sequence implementation within the classroom. These succinct videos, provide reminders, on the PLD sequence, teaching, testing, tracking, and catering to the range in student […]

By

What Junior Primary Font Does PLD Recommend?  At PLD we advocate for the use of a foundation font when learning to read, spell and write. Based on our experience across the disciplines of speech pathology, occupational therapy and education, and our research into this area, we believe that the use of a foundation font gives […]

By

What is a Structured Synthetic Phonics Approach? A structured synthetic phonics (SSP) approach emphasises the relationship between sounds and their written symbols as being integral to developing reading and writing skills (Jonston & Watson, 2004; Ehri et al., 2001). Three national inquiries (NELP, 2008; Rose 2006; Rowe 2005) consistently support SSP, with a strong code […]

By

The ultimate goal for any teacher is to enable their students to express themselves through authentic writing. However, achieving this level of literacy independence requires a solid foundation in reading and writing skills. Phonic dictation is an essential component in this process.  Dictation serves as a bridge to independent writing whereby students are able to […]

By

What are the RTI or MTS Models? The response to intervention (RTI) or multi-tiered system (MTS) model is an approach designed to identify and provide appropriate support to students who require more intensity or differentiated instruction to engage or progress in their learning. Core principles of RTI include multi-tiered systems of support, early intervention, data-driven […]

By

As a part of the 2023 WA Department of Education Phonics Initiative, WA schools will be required to complete an annual phonics assessment for Year 1 students from the start of 2023. The annual assessment will help teachers to identify students who require additional support to develop essential phonics skills.  The WA Department of Education […]

By

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, expression and fluency, is not a naturally developing milestone or innate ability. It requires explicit instruction and rehearsal of many components, which are identified in educational […]