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?’. Loudenโs 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 Educationโs 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.ย 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.ย The use of PLD spelling resources is discussed in the short video below. How to slow children down to โsound-outโ as they spell and write. […]
Todayโs 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 have gaps in their Year 1 skill level. My stance when dealing with young children is always โwhen in doubt always do check things outโ. Small […]
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.
As children reach middle primary school, developed language skills are critical for gaining academicย 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: watchingย tv, playing computer games, using a playstation, sitting quietly on their DS, watching DVDs whilst driving…
A PLD customer asks; “We are going to have Parent/Teacher interviews soon as we want to โshareโ and โsourceโ 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 childโs development since birth. Can you please be of assistance.
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. PLD dictation […]
At what age should children be able to aurally discriminate between โthโ and โfโ? 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.
PLD’s decodable readers 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 readers as part of your SSP program. This article explains why. Set 1 of the Home and Targeted […]
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.
We anticipate at PLD that all schools will have reduced attendance at the beginning and possibly throughout Term 2. As each week in the school year is precious, the following general suggestions are outlined below to get the most out of your screening and teaching during this uncertain time. Jump to: Early Years Refer to […]
Today’s post comes from an email we received from a concerned parent about her daughterโs 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.
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 […]
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.
What are Elkonin Boxes: Elkonin boxes or sound boxes are a teaching tool used to represent each sound or phoneme contained in a word (Elkonin, 1963). A series of connected boxes are used to represent each sound (not the letters) in a word. For example, three boxes are placed under the word โfishโ to represent […]
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