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Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3
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.
These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills
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Foundation Pre-Literacy Screen
Revised for 2020.
The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
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Foundation – Early Reading Profile
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
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PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, 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
Reading Real and Nonsense Words – Set 3: CCVC & CVCC words (eBook)
This is a PDF version of Reading Real and Nonsense Words – Set 3: CCVC and CVCC words.
What are nonsense or pseudo words?
Pseudo words are nonsense words that have no meaning. These invented words are spelled in a regular or predictable way. For example, the word zop is a pseudo word and makes no sense. However, the word zop has predictable spelling and is pronounced in the same way as regular real words; the z as in zoo, the o as in orange and the p as in panda. The nonsense (or pseudo words) within this eBook are identified as being linked to funny or silly faces.
Why expose beginning readers to nonsense words?
As beginning readers have never encountered the nonsense words before, they are therefore unable to draw upon their experience (and visual memory). As nonsense words are typically presented in isolation, this means that no sentence context can be drawn upon. To read invented words beginning readers must draw upon their knowledge of how letters (and letter clusters) represent speech sounds. The advantage of presenting pseudo words is that they provide teachers with a means of determining if beginning readers can apply the phonic rules to real genuine words.
Research on nonsense words:
Decoding is established in the literature as a strong predictor of future success in reading. Nonsense words are an ideal way to determine how well the early stages of phonics instruction have been taught and also learned. For the above reasons, pseudo word reading is widely used in research as a measurement of decoding.
Set 3: CCVC & CVCC words features:
- Decoding is a strong predictor of future reading ability.
- Multiple lists of real and nonsense words.
- Fun and engaging task word sets to develop decoding skills.
- Word lists presented focus upon CCVC (or consonant consonant vowel consonant) words and CVCC (or consonant vowel consonant consonant) words.
This product is mentioned in the Whole School Literacy Strategy on page 18.
Copyright: For copyright purposes, every page of the PLD eBooks will be stamped with the name & email address provided by the purchaser at the time of order. PLD ebooks belong solely to the purchaser and may not be shared with colleagues, parents or anyone else. PLD eBooks can not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.
For full terms and conditions, see our Copyright Terms of Use.
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