What are decodable texts? Decodable texts are specifically designed for early readers. They provide reading material which enables students to apply their alphabet sound skills, their early phonic knowledge, phonemic blending and decoding skills. The decodable reading material gradually increases in length and complexity and also gradually introduces sight words. When are decodable […]
Read MoreIndigenous Literacy Day 2017 PLD is working to preserve Indigenous languages through the creation of region specific resources. For over 10 years, PLD has worked with a range of Indigenous communities for over ten years, including developing a range of online courses to support the literacy requirements of Indigenous communities. You can read more about […]
Read MoreThis blog post was taken from an Ask Diana live post. We are going to explore a range of tips and also myths surrounding sight words. Tip Number 1 Start your young students that are transitioning to literacy, by teaching the prerequisite skills first so that they understand this and have the skills to process […]
Read MoreRegarding 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 […]
Read MoreSpeech Pathology Week is here and director of PLD Literacy & Learning, Diana Rigg highlights the role of speech pathologists in schools in order to facilitate increased literacy outcomes. PLD has regularly stressed the way forward for literacy education in primary school is for speech pathology to have a larger involvement within schools. Researchers have […]
Read MoreDiana 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 […]
Read MoreIn the recent WA Education Department report, which highlighted the success of PLD literacy programs, 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 […]
Read MoreIn 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 […]
Read MoreDuring 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 […]
Read MoreLook-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 can download this poster HERE. Print the poster to display in your […]
Read MoreIn 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 […]
Read MoreFollowing 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 […]
Read MoreWelcome 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 […]
Read MoreSight 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 […]
Read MoreToday’s literacy and learning insight is about students in year 2 and 3 with low literacy skills who are missing some of the basics in early literacy and may actually have gaps in year 1 level. My stance when dealing with young children is always “when in doubt always do check things out”. Small gaps […]
Read MoreThis 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.
Read MorePerhaps 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 […]
Read MoreThe 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.
Read MoreThere 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.
Read MoreThere 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.
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