If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.

Each screen provides a range of general recommendations at the bottom of each page.
 
Specific training may be required:
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  • Assessments for students experiencing difficulty within stage 1
    The 2019/20 Phonic & Sight Word Sequence Placement Test

    The Phonic Sight Word Sequence placement test, is designed to very quickly establish the range in ability within a class, and provide the stages or levels for which explicit, structured teaching is required.

    Furthermore, the class profile data can easily be plotted on excel or Google sheets. Upon request, these school tracking sheets can be supplied free of

  • Assessments for students experiencing difficulty within stage 1
    Decodable First Reading Books

    To maximise gains in the early reading phase, students require access to high quality reading books. Quality early reading materials will facilitate the opportunity for students to rehearse their decoding skills in a context that gradually increases in complexity and length. Within the designed book lists, sight words and phonic concepts are progressively introduced. The […]

    To maximise gains in the early reading phase, students require access to high quality reading books. Quality early reading materials will facilitate the opportunity for

  • Assessments for students experiencing difficulty within stage 1
    Early Reading Profile – Foundation Year

    The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments.

    It is a quick single word reading assessment. It presents words that gradually increase in length and phonic complexity. The progression reflects PLD’s structured synthetic

  • Assessments for students experiencing difficulty within stage 1
    PLD’s 2020 Whole School Literacy Plan

    The document outlines how to implement PLD’s literacy, motor and oral language resources during the Early Years, Foundation Year, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When


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