Maximising Literacy & Oral Language Outcomes with Evidence-Based Programs.

PLD has written many programs which can assist in developing strong oral language skills and literacy skills. Speech pathologists have been central to the design of both the literacy and language range. The programs are ideal for first language English speakers as well as those students whose first language is a language or dialect other than Standard Australian English.

Oral Language & Literacy Literacy Programs Oral Language Programs
PLD’s Approach: The Three Areas in Literacy Development
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Literacy

“The capacity to read and spell accurately and fluently is dependent on knowledge of the phoneme-grapheme relationships underpinning English orthography. The body of knowledge (phonics) needs to be taught systematically, sequentially, cumulatively and on a daily basis – to the point of automaticity” (DSF Bulletin, Volume 58:2022).

<span class='blue-color'>Implementing with EALD & ESL Students</span>

Oral Language

Oral language refers to the act of speaking and listening. The main components for the oral language skill set includes word knowledge (vocabulary); sentence structure (grammar); language understanding (semantic and comprehension ability); and structured thinking (or the ability to elaborate, organise and sequence thoughts).

While poor oral language skills do not prevent children from reading, the long-term impact is concerning. By middle primary school, when both the curriculum and reading material increase in difficulty, a significant number of students will struggle to keep up with the demands of the curriculum if they have poorly developed language skills.

<span class='blue-color'>Implementing with EALD & ESL Students</span>

Movement & Motor

The way students organise their body and use their muscles to respond to what they hear is a big part of literacy. Often a physical response is required. A classic example is the ability to follow instructions and compose a written response. A range of physical skill development supports the functioning within a classroom and includes skills such as pencil grip, cutting skills, letter formation and handwriting.

Literacy Programs & Training for the Whole School

Early Years Classes

Are advised to focus on an Early Years implementation of PLD. Click here for the Early Years manuals

  • If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Early Years implementation.
  • If commencing implementation in semester 2, an Early Years placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Foundation Classes

Are advised to focus on a Foundation level implementation of PLD. Click here for the Foundation manuals

  • If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Foundation implementation.
  •  If commencing implementation in semester 2, an Foundation placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Year 1 & 2 Classes

Are advised to focus on Year 1 & 2 implementation of PLD. Click here for the Year 1 & 2 manuals.

  • The spelling placement tests (which cover PLD’s stages 1-3) are located on pages 9-12 of the Screening & Tracking Manual.
  • The reading placement test (which covers PLD’s stages 1-3) will support teachers to identify students who require decodable reading material. These assessments can be found on pages 16-20 of the Screening & Tracking Manual.
  • For the students operating at a pre-literacy (or pre-CVC level) present the subtests in the red box on pages 27-29.
<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Years 3, 4, 5 & 6 Classes

Are advised to utilise the placement tests outlined in the Year 3, 4, 5 and 6 manuals

  • The spelling placement tests (which cover PLD’s stages 1-6) are located on pages 9-16.
  • The reading placement tests will identify the students who still require decodable reading material. These can be located on pages 23-26.
  • For the students operating at a pre-literacy (or pre-CVC) level, present the subtests in the red box on pages 26-28.
<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>
Oral Language Programs for the Whole School (and EAL/D Students)

Inside each downloadable Teaching Sequence Manual there is a full year oral language teaching plan, consisting of whole class, small group and home program materials.

Early Years Classes

<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Foundation Classes

<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Year 1 & 2 Classes

<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>

Years 3, 4, 5 & 6 Classes

<span class='blue-color'>Implementing with EALD & ESL Students</span>
<span class='blue-color'>Implementing with EALD & ESL Students</span>