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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. […]
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 […]
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, […]
This article is for educators teaching older students that require decodable reading material beyond junior primary (or students who need to develop fluency). In days gone by, decodable readers 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 of […]
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 […]
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 […]
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 […]
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, […]
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, […]
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 […]
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.
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? […]
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 […]
It is common practice for daycare centres, kindergartens, and other early childhood services to introduce formal literacy concepts. The intention is an admirable one; to provide children with some early literacy skills. However, the negative side of presenting formal literacy concepts without attention to their pre-requisite skills is that it will often produce complications for […]
In the recent WA Education Department report, which highlighted the success of PLD literacy programs, Professor Louden asked the question ‘What do high-performing primary schools have in common?’. Louden’s research reported that seven of the nine high-performing schools had adopted what the researcher referred to as ‘lower variation teaching’. Lower variation teaching is defined as, […]
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 to establish the top literacy programs in Australia. The intention of the investigation was to inform the Department of Education’s understanding […]
Look-Cover-Say-Write-Check is a great strategy for children learning to spell. In this PLD insight, Diana Rigg discusses how to gain the maximum benefit from this technique and other PLD spelling activities. The video demonstrates how to slow down and focus children on the process of learning to spell. You can download the “Look-Cover-Say-Write-Check” poster here. […]
The team at PLD has always made it a focus to highlight the importance of phonics and Structured Synthetic Phonics (SSP) as part of a wider skill set for the successful teaching of students from the age of 3 up to Year 6. The entirety of PLD resources employs a practical and highly functional style […]
Welcome to another PLD literacy and learning insight. Following the popular blog on Teaching Spelling in the Junior Primary, this blog outlines teaching spelling concepts in the Middle and Upper Primary and how to use the PLD spelling lists. The short 5-minute video below is designed to assist the teaching of literacy development to improve spelling. […]
Welcome to another literacy and learning insight. Today’s blog is about teaching PLD spelling programs in the Junior Primary which are designed to assist with teaching spelling and literacy development principles. The use of PLD spelling resources is discussed in the short video below. How to slow children down to ‘sound-out’ as they spell and write. […]
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