By

PLD gets asked to provide support and feedback on tracking sheets regularly. This is a complimentary service that we happily provide to schools implementing PLD, but we do ask that tracking sheets are submitted in the recommended format. PLD receives hundreds of support requests each week and if the tracking sheets aren’t meeting the PLD requirements, we […]

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 […]

By

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 […]

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

PLD is delighted that our evidence-based literacy programs are ranked among other high-quality and well-designed programs for teaching Structured Synthetic Phonics programs (SSP programs) 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. […]

By

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, also called HFW, was upgraded. If you would like to read more about the body of research […]

By

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, […]

By

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 […]

By

How Phonic 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 […]

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

Research repeatedly explains that it is essential to get it right when students are first learning to read. The bleak reality is that once students 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 […]

By

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.

By

What are PLD Decodable Readers? Decodable texts are specifically designed for early readers. They provide reading material that enables students to apply their alphabet sound skills, their early phonic knowledge, phonemic blending and decoding skills. The decodable readers gradually increase in length and complexity and also gradually introduce sight words. When are Decodable Books Useful? […]

By

Tip #1: There is a Need for Better Terminology and Understanding “Sight Words” mean so many things to different people. The term “Sight Word” often provides a false impression that these commonly used words are to be learned by sight (or visual memorisation). Research does not support teaching these ‘Sight Words’ as visual whole units […]