Blog Posts in Chronological Order

Today on the PLD website we respond to a recent enquiry we received on the research that underpins the PLD range of teaching resources. The post contains information on and links to some of the research and resources that is the basis of the three step PLD Literacy approach.

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.

We love getting feedback from users of our programs and learning the impact these programs can have in everyday classroom situations. We recently received the following email regarding our Developing Narrative Skills Program which we have shared with you today.

Today’s post is from a concerned parent looking to supplement her children's at school learning with additional at home learning resources. The post is useful in understanding how the PLD Learning Resources combine to form an evaluation and development system that is equally applicable to the classroom and the home.

This post relates to a discussion on a whole of school approach to spelling. The original poster is an existing user of PLD resources for stage 1, grade 1 and was required to assist the school with expanding the PLD across the entire school.

We recently received the following query regarding our Preparing for the Alphabet Pack (along with many others) and have tried to set up sound packs based on each letter of the alphabet. I have noticed that there are no vowels in the publication. Is this intentional? If this is intentional why so? And do you have something similar based on the vowel sounds? Jessica N The following may be useful to other teachers and parents introducing their students to the alphabet.

Its great to know that you are having an impact, particularly on our new wave of teachers graduating each year. We were on forwarded this status update from the ECU M17 Class of 2010 – They saved the best for last! student Facebook group by the wonderful Dr Lorraine Hammond – Course Co-ordinator graduate diploma of education (primary), at the ECU school of education.

Have you seen The King’s Speech? Oral Language is one of the skill sets required for literacy so I was particularly interested in seeing the film. Based on the true story of the Prince of Wales prior to becoming King George VI, the story is centred on the problem of the Prince’s severe stutter. (In the UK they apply the term ‘stammering’). If stuttering is not treated by the onset of puberty it will never be cured but only managed at best.

In an era where young children are exposed to so much technology, it appears this trend has not always been beneficial to their  development. Research has shown that in Australia, despite increases in overall prosperity, the developmental outcomes for children appear to have worsened …

Teachers and parents are bombarded with resources designed to improve the learning outcomes in a classroom or home environment. Unfortunately, being in possession of a great resource doesn’t always translate to great outcomes. While the people teaching our children must be commended for their dedication and hard work, they also need support from their teaching resource providers to ensure maximum benefit from their precious classroom time.

Do you know how the National Curriculum affects preschool children? In a recent cover page article in the West Australian titled ‘Teaching three Rs urged for pre-school”, a case was made for teaching academic concepts to children before they reach primary school. Understandably, both parents and teachers are concerned about what this means for them and the children in their care.

Featured Blog Posts

It’s clear there’s a broad gap between research findings being published and the application of the same findings in the classroom.

In a recent Weekend West Opinion article,”Read the signs – it’s time for a brave new teaching world”, by Alanna MacTiernan, a bold challenge is proposed to our education system as a whole. Failing a significant number of our students and adhering to outdated and unsupported research frameworks, it’s disturbing reading. I wish I could say I’m surprised but I’m not.

Have you noticed students get words correct in spelling tests but struggle applying their new knowledge in written work? Do you wonder why this happens? As a general rule students require many opportunities to rehearse their skills in contexts of increasing complexity. This means if classroom teachers instruct spelling primarily at a single word level, this transfer will never be guaranteed.