The Pathway of Pre-Literacy into Early Literacy
The Pathway of Pre-Literacy into Early Literacy
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The Pathway of Pre-Literacy into Early Literacy

Year Level: Early Years, Foundation
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Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early literacy skills. The two primary areas that will facilitate a smooth transition into early reading and spelling are:

  • Phonemic awareness (and specifically blending for early reading and segmentation for early spelling and writing)
  • Alphabet sound knowledge

Research reminds schools that teaching in each of the above areas is reported to be most effective when skills are taught explicitly and it is systemically; when the order of the skills are strategically planned and when the learning rate is carefully monitored. Researchers remind schools that it is the system that is more important than the quantity of instruction being delivered. The tracking of student skill acquisition is paramount.

This download is adapted for schools which have an Early Years and Foundation program (option 1 on the attached download) or in contrast when schools do not have a 4/5 year old program and are relying upon a Foundation program only to develop pre-literacy skills and then to facilitate early reading, spelling and writing in the students. The Whole School Literacy Strategy provides an outline of option 1 on pages 5, 8 and 9 and option 2 on pages 8 and 9. Getting this right in schools is imperative, as most researchers agree that prevention is easier than later remediation and in fact, most students who get off to a poor start in literacy rarely catch up.

 

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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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  • Early Years Pre-Literacy Screening

    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

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  • PLD’s 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

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  • Early Reading Screen – Foundation

    Tracking the emergence of early decoding and word reading.

    The Early Reading Screen – Foundation is designed to track the emergence of decoding and word reading. The screen can be used to track skill

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