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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.

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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.

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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.

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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.

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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.

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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 …

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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.

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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.

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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.