Review our FAQs to find answers to questions you may have. Don’t hesitate to contact us if you can’t find what you need.

Are your products suitable for home use?
Absolutely. We’ve made a special effort to make our products easy to use so parents can implement a supplemental learning system at home. You can also use our resources as part of a home schooling curriculum.

I think my child may have a problem with literacy but I’m not sure. Can you help?
Yes. We offer a range of assessment products allowing suitable for use in the classroom or in the home. Alternatively, we also have a consultancy service where we can assist you in establishing the literacy needs of your child.

My child is reading but is very quiet. Should I be worried?
Oral Language skills are critical to an overall literacy program. Visit our Skills Approach Definitions page for more information on how literacy can be improved with attention to oral language.

My child has been referred to an occupational therapist. What does that have to do with literacy?
Literacy is a lot more than reading or writing. It sounds like your child may need help with Perceptual Motor Skills. If your child is having trouble gripping a pencil or forming letters, it can have a long term impact on their literacy. Visit our Skills Approach Definitions page for more information.

My child started reading early. Why should I be concerned with literacy?
Early reading isn’t always a good indicator of literacy. Mastering Oral Language and Perceptual Motor Skills are necessary steps for comprehensive literacy skills. Visit our Skills Approach Definitions page for more information.

Questions about Purchasing, Postage and Delivery

Do you deliver outside Australia?

Yes, we do. We use Australia Post to ship our products.

Can I order online for my school?
Yes, we recommend schools use our for easy and quick service.

I don’t have access to the internet. Can I order products from you?
Of course you can order offline. We take orders by FAX, email, and post.

Do you have a product catalogue?
Yes. You can download our catalogue and an order form.

Questions about our Consultancy Services

Can you help me understand the developmental milestones my child should be achieving?

Yes, we have specific information for parents to help them assess literacy skills and equip them with strategies and parent resources to ensure success for your children.

I would like to get the other teachers in my school using the PLD Skills Approach. Can you help me do that?
We recommend a whole school literacy strategy for schools. We are experts on developing and implementing a whole school literacy strategy and can even tailor a program specifically for your school.

Can you provide an assessment for my child?
Yes, we offer parent resources to help assess your child’s needs and make recommendations where necessary.

Do you work outside of the Perth Metropolitan area?
Yes. PLD provides consulting services both nationally and internationally. Please Contact Us for more details.

Do you hold weekend session?
Yes, we offer weekend presentations to accommodate school calendars. Dates for all seminars can be found within our Seminars page.

Questions about our Resource Range

Why does PLD’s Alphabet Range emphasize alphabet sounds and not letter names?

Most curriculum documents will state that both, alphabet sounds and letter names, must be developed. It is ideal for a child to acquire knowledge of both but alphabet sound recall is more important. PLD suggests spending 80% of the time on instructing the alphabet sounds with the remaining time then used for instructing letter names. Why? To read the word ‘wet’, a child needs to verbalise the sounds ‘w’, ‘e’ and ‘t’ and then blend the sounds together. To write the word ‘run’, a child needs to sound out ‘r’, ‘u’ and ‘n’ and then write the symbols. It is the sounds rather than letter names that are used in this process.

How do I know if I am choosing the correct resources for my Year 1 class?

PLD believes in a very structured approach in order for children to acquire skills. Strong focus is put on scheduling the transition between emergent literacy skills and early literacy skills. Through PLD’s Implementation Process (what to introduce and when to introduce it), a comprehensive map for skill development forms the platform for further educational needs and demands.

Presented are the essential skills for 4 and 5 year olds through to the needs of Year 1 students via a term-by-term model. To help take the guess work out of planning, recommended resources are matched to skill acquisition.

PLD’s Implementation Process outlines a step-by-step process to maximise students’ learning outcomes. It benefits:

  • Those people who have purchased a resource/s and not sure when to start using them or with what other resources to use them with.
  • People wanting to purchase resources that will provide a comprehensive program for achieving age appropriate, skill acquisition.

Question from a person that recently purchased PLD Learning Resources:

The books for Year 1 are great. They include a wide range of activities to reinforce each sound. I was wondering whether there would be any books coming out, like these, for the sounds in Stage 2?

For Stage/Year 2, please see the download Students Operating Below Their Age Matched Peers. You will find a spelling test on pages 2 and 3. In Stage/Year 2 classes around Australia there are a portion of:

  • Students who are ready for Stage/Year 2 concepts. (Eg: Students tested with minimal errors at Stage/Year 1 – 20 out of 22 words correct.) Suitable resources for these students are presented next to the Stage/Year 2 Spelling Words (page 3).
  • Students, despite efforts and other reasons, are still operating at Stage/Year 1 level. (Eg: Students testing with errors at Stage/Year 1: Target/Term 1, Target/Term 2, Target/Term 3 and Target/Term 4.) PLD recommends that these students spend time developing Stage/Year 1 skills before progressing onto Stage/Year 2 concepts/programs. Hence, this may mean running different groups (of spelling, reading and/or phonics) depending on the cross section of student ability within a Stage/Year 1 class. A ‘one fits all approach’ will not be appropriate. (Suitable resources are on page 2).

At this stage, PLD does not publish a yearly (term-by-term) outlined approach for Stages/Years 2 through 7. Specifically selected spelling words and activities (on page 24) can be presented from the resource Phonic and Sight Word Sequence. Remember! Do not adopt a ‘one fits all approach’ (eg: using a Stage/Year 5 spelling list for all students in a Stage/Year 5 class). Rather, use the placement test (found on pages 6 and 7) to plan spelling lists accordingly.

View our free download pages within each Age, Skill and Curiculum section of our website to view supporting information. In particular, our Whole School Literacy Strategy downloads page provides additional information for sequencing skill acquisition.