Login
Register
(0)
printWelcome 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. The use of PLD spelling resources is discussed in the short video below.
How to slow children down to ‘sound-out’ as they spell and write. Spelling is more difficult than reading. It is relatively common to find children who read well, but whose spelling is poorer. The teaching tip outlines how to teach PLD programs for spelling more effectively with the use of PLD spelling resources.
As always, if you wish to discuss any of the concepts in this video or have any comments you wish to make, we would love hear from you on our Facebook page or via the contact page on this website.
About PLD Programs for Literacy
PLD provides an Australian, evidence-based approach to Structured Synthetic Phonics (SSP) for primary school educators. Aligned with the Science of Reading, PLD’s SSP approach extends from the junior primary years through to upper primary years and thereby facilitating a whole school approach.
PLD’s method is derived from the disciplines of speech pathology, occupational therapy and education. As an Australian publisher and professional development provider, PLD advocates that literacy and learning outcomes are maximised for children when their Literacy, Oral Language and Movement & Motor skills are targeted.
What is the Evidence Base for PLD Programs?
Evidence-based teaching is now the norm within Australian schools. For our education standards to meet national and international benchmarks, schools need to invest in programs that are supported by research. This ensures schools are investing in what will produce results rather than just implementing what is a ‘fad’, visually appealing, or what has been done for years.
PLD’s Structured Synthetic Phonics (SSP) approach is based on international research and the resources are upgraded as new research becomes available. In addition, our programs are independently assessed by third-party researchers. This research has shown that when PLD programs are used, in conjunction with ongoing professional development and school-wide consistent screening and tracking, measurable differences occur. We would like to share with you three pieces of evidence-based research across three different education scenarios that show the difference that PLD can make to student outcomes.
PLD Underpins High Performance
The 2015 Department of Education Western Australia study, conducted by Professor William Louden, selected nine top-performing schools based on their NAPLAN results and reviewed their processes. The report, “High Performing Primary Schools: What do they have in common?” noted key characteristics included lower variation in teaching methods and the use of explicit teaching strategies for teaching phonological awareness and phonics. Among the mandated resources utilised within these schools were synthetic phonics resources. PLD programs were commonly used in the schools investigated. Louden found that high-performing schools used explicit teaching strategies for teaching phonological awareness and phonics through a Structured Synthetic Phonics program.