fbpx
Why a Whole School Approach is Essential to Literacy Success Why a Whole School Approach is Essential to Literacy Success
  • Login
  • Register
  • Cart (0) | $0.00
Find us on facebook Find us on youtube Tweet this Instagram this Tweet this Pinterest

Share with a friend

[contact-form-7 id="3019" title="Share with a Friend"]
  • Get Started
    • School Leaders
    • 3-4 year olds (Early Years)
    • 5-6 year olds (Foundation)
    • Year 1 & 2
    • Year 3, 4, 5 & 6
  • Programs
    • Early Years Programs
    • Foundation Programs
    • Year 1 & 2 Programs
    • Year 3, 4, 5 & 6 Programs
    • Starter Packs
    • Apps for Stage 1 Reading & Spelling
    • School Licences
    • eBooks & Downloadable Teaching Resources
    • Phonic Dictation
    • Decodable Books – Junior Primary
    • Decodable Books – Middle & Upper Primary
  • Professional Learning
    • View Online Courses
    • Online Course Login
    • Australia wide Professional Learning Seminars
    • School-Based PD with Diana Rigg
  • Screening & Tracking
    • Using the PLD Tracking Sheets in the Early Years
    • Using the PLD Tracking Sheets in Foundation
    • Using the PLD Tracking Sheets in Year 1 & 2
    • Using the PLD Tracking Sheets in Year 3, 4, 5 & 6
    • 2022 Downloadable PLD Tracking Sheets
  • PLD’s Approach
    • About PLD Literacy
    • What is the Evidence Base for PLD?
    • SSP Phonics Teaching Overview
    • High Frequency Words (HFW’s)
    • Whole School Literacy Plan
    • Subscribe to e-news
    • Literacy Blog
  • Quick Order
Search
Generic filters
Filter by Product categories
Early Years
Foundation
Year 1 & 2
Years 3 to 6
  • Login
  • Register
  • (0)
  • Cart (0) | $0.00
Search
Generic filters
Filter by Product categories
Early Years
Foundation
Year 1 & 2
Years 3 to 6

  • Get Started
    • School Leaders
    • 3-4 year olds (Early Years)
    • 5-6 year olds (Foundation)
    • Year 1 & 2
    • Year 3, 4, 5 & 6
  • Programs
    • Early Years Programs
    • Foundation Programs
    • Year 1 & 2 Programs
    • Year 3, 4, 5 & 6 Programs
    • Starter Packs
    • Apps for Stage 1 Reading & Spelling
    • School Licences
    • eBooks & Downloadable Teaching Resources
    • Phonic Dictation
    • Decodable Books – Junior Primary
    • Decodable Books – Middle & Upper Primary
  • Professional Learning
    • View Online Courses
    • Online Course Login
    • Australia wide Professional Learning Seminars
    • School-Based PD with Diana Rigg
  • Screening & Tracking
    • Using the PLD Tracking Sheets in the Early Years
    • Using the PLD Tracking Sheets in Foundation
    • Using the PLD Tracking Sheets in Year 1 & 2
    • Using the PLD Tracking Sheets in Year 3, 4, 5 & 6
    • 2022 Downloadable PLD Tracking Sheets
  • PLD’s Approach
    • About PLD Literacy
    • What is the Evidence Base for PLD?
    • SSP Phonics Teaching Overview
    • High Frequency Words (HFW’s)
    • Whole School Literacy Plan
    • Subscribe to e-news
    • Literacy Blog
  • Quick Order
Search
Generic filters
Filter by Product categories
Early Years
Foundation
Year 1 & 2
Years 3 to 6
  • Login
  • Register
  • (0)
  • Cart (0) | $0.00
Why a Whole School Approach is Essential to Literacy Success
  • ← Previous
  • 1
  • 2
  • 3
  • 4
  • Next →
Why a Whole School Approach is Essential to Literacy Success
By Diana Rigg 26/04/2016

In 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 More
PLD Recognised Within Professor William Louden’s (2015) Research ‘High Performing Primary Schools’
By Diana Rigg 10/02/2016

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. The intention of the investigation was to inform the Department of Education’s understanding of the conditions required for a school […]

Read More
Learning to Spell – Look Cover Say Write Check
By Diana Rigg 26/06/2015

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. 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 classroom or as […]

Read More
Why Synthetic Phonics is Essential for Primary School?
By Diana Rigg 13/05/2016

Diana 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 More
Teaching Spelling in Middle to Upper Primary School
By Diana Rigg 11/06/2015

Following 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 More
Teaching Spelling in Junior Primary
By Diana Rigg 11/06/2015

Welcome 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 More
Year 2 & 3 Students Operating with Low Literacy Skills
By Diana Rigg 01/05/2015

Today’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 More
What is Synthetic Phonics?
By Diana Rigg 31/03/2014

The 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 More
Developing Oral Language Skills in Middle Primary School Children
By Diana Rigg 03/04/2013

As children reach middle primary school, developed language skills are critical for gaining academic understanding of content and information as well as communicating socially.In this era, many daily activities do not require children to have to use language. For example: watching tv, playing computer games, using a playstation, sitting quietly on their DS, watching DVDs whilst driving…

Read More
Recommended Questions Teachers Should Ask at Parent Interviews
By Diana Rigg 20/02/2013

A PLD customer asks; “We are going to have Parent/Teacher interviews soon as we want to “share” and “source” as much information with parents as possible as early as possible. I believe that there are questions early childhood teachers should ask parents about the child’s development since birth. Can you please be of assistance.

Read More
What Happens When the Correct Spelling of Test Words Does Not Transfer to Writing?
By Diana Rigg 21/02/2020

Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work. Why? As a general rule, when transferring spelling into writing, students require the activation of many more skills. Explained simply, single word spelling is quite a simple cognitive task in comparison to extended writing tasks. Dictation tasks […]

Read More
Strategies for the “th” Sound
By Diana Rigg 23/11/2012

At what age should children be able to aurally discriminate between “th” and “f”? This is a great question which we are often asked. The aim of this post is to help provide strategies which you can adopt when working with children who struggle with the differences between these sounds.

Read More
Term 1 Teaching Tips Videos
By Reception 11/01/2022

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 […]

Read More
Term 3 Teaching Tips Videos
By Reception 19/07/2021

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. In these succinct videos, we also explain how to cater to the range in student ability by using screening and tracking […]

Read More
How Do Decodable Readers Function Within the PLD Process?
By Diana Rigg 21/02/2020

PLD’s range of decodable reading books align with PLD’s Structured Synthetic Phonics (SSP) sequence. The type of words, word count, and amount of HFWs gradually become more complex as more phonic concepts are introduced. It is important to include decodable reading books as part of your SSP program. This article explains why. Set 1 of […]

Read More
Picture Books Contained Within the PLD Comprehension Questions Resources
By Diana Rigg 20/11/2011

This post relates to the picture books that form part of the PLD early learning literacy comprehension questions program and is based on a recent enquiry we received. Readers may find it useful in better understanding the association between recommended reading material and comprehension questions resources provided by PLD.

Read More
My Daughter May Be Struggling in Year 1. What Do I Do?
By Diana Rigg 20/10/2011

Today’s post comes from an email we received from a concerned parent about her daughter’s literacy development. We have shared it here as there are some useful strategies that you may be able to utilise when dealing with children under your own care.

Read More
Two Evidence-Based Strategies to Improve Reading Fluency
By Diana Rigg 10/02/2020

One of the most common questions PLD receives is “Should students focus on a new book each day, or should students reread the same book several times?” This is a great question and one where research will be referenced to guide a response. Included also will be a summary of the evidence base for how […]

Read More
Thumbs Up For PLD
By Diana Rigg 20/10/2011

We love getting such great feedback on the PLD literacy development program and its materials. The following testimonial demonstrates how even with poor student entry levels a quality program with quality instruction and delivery can still produce positive outcomes.

Read More
How Do You Use Elkonin Boxes As Part of a SSP Program?
By Diana Rigg 16/04/2020

What are Elkonin boxes? Elkonin boxes (or sound boxes) are a useful teaching resource in which each box represents a single sound (or phoneme) contained in a word. They are named after a Russian psychologist D. B. El’konin who first used them in the 1960’s to help students segment spoken words into sounds. Today, the […]

Read More
  • ← Previous
  • 1
  • 2
  • 3
  • 4
  • Next →

Information

  • My Account
  • Shopping with PLD Literary resources
  • Downloads
  • Frequently Asked Questions
  • Literacy & Learning Blog
  • Home Learning with PLD
  • Terms & Conditions
  • Copyright Policy
  • Privacy Policy

Contact Us

Telephone: +61(08)92270846

Email: [email protected]

Address: 116 Parry St Perth WA

ABN: 72 125 911 711

Shop PLD Programs

  • Early Years
  • Foundation
  • Year 1 & 2
  • Year 3, 4, 5 & 6
  • School Licences
  • Home & Group Decodable Reading Books
  • Essential Starter Packs
  • eBooks
  • Apps for Reading & Spelling
In the spirit of reconciliation, PLD acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their Elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.