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What is the Evidence Base for PLD?
In Australian schools today, evidence-based teaching has become standard practice. To ensure our educational outcomes meet both national and global benchmarks, it is essential for schools to invest in programs supported by robust research. Such investment ensures real, measurable impact – rather than being guided by passing trends, surface-level appeal or long-standing habits.
At PLD, our Structured Synthetic Phonics (SSP) approach is grounded in international research, and our resources are continually updated in line with emerging findings. In addition, our programs are rigorously evaluated by independent researchers. These studies consistently show that when PLD programs are implemented alongside ongoing professional learning and whole-school screening and tracking, significant improvements in student outcomes follow.
We are pleased to present three evidence-based research studies – each conducted in a different educational context – that demonstrate the substantial impact PLD can have on student achievement.
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AUSPELD plays a central role in guiding schools towards evidence-based programs that are supported by current research, linked to improved academic outcomes, and validated through independent effectiveness reviews. This guidance enables schools to make informed decisions about the programs they implement, helping to reduce the number of students later identified with specific learning disorders such as dyslexia.
In 2017, PLD received AUSPELD’s endorsement as a recommended Tier 1 (whole-class) and Tier 2 (small-group) evidence-based Structured Synthetic Phonics (SSP) program. AUSPELD’s recognition reflects PLD’s systematic approach to synthetic phonics instruction, encompassing phoneme–grapheme mapping, reading tasks, writing activities (including dictation), and the introduction of high-frequency, phonetically irregular words.
In 2019, the Dyslexia-SPELD Foundation published a comparative review of PLD alongside other evidence-based SSP programs in The Bulletin, providing insight into how PLD ranked among eight recommended programs. A comprehensive update comparing high-quality evidence-based SSP programs across Tier 1, Tier 2, and Tier 3 instruction was later released in The Bulletin in January 2022 and later reaffirmed in both November 2022 and November 2025.
A comprehensive study conducted in 2015 by Professor William Louden, commissioned by the WA Department of Education, examined nine high-performing schools distinguished by their exceptional NAPLAN results. The report, “High Performing Schools: What do they have in common?” investigated the shared practices that contributed to these strong outcomes.
The study identified several key attributes, including reduced variability in teaching practices and the deliberate use of explicit instruction to strengthen phonological awareness and phonics skills. A consistent theme across all schools was the integration of synthetic phonics programs as a core element of early literacy instruction – with PLD resources commonly in use.
Louden observed that each of the high-performing schools implemented explicit, systematic instruction in phonological awareness and phonics within a Structured Synthetic Phonics (SSP) framework. PLD’s SSP materials emerged as a prevalent and influential component of the literacy tools adopted by these schools.
“Synthetic phonics is a systematic approach to teaching reading by beginning with sounds (phonemes) and blending (synthesising) these sounds to make words. All of the case study schools have implemented synthetic phonics programs in the early years…PLD Literacy and Learning… teach{es} phonemes (letter and digraph sounds), letter formation, blending of sounds together to form new words, segmenting sounds to read and write new words, and teaching specific ‘tricky words’ with irregular spelling.” – Louden, 2015, pp. 20–21.
The research strongly highlighted PLD as a significant contributing factor to the literacy success of the schools studied. A summary of the report is available here, and the full article can be accessed here.
In a concerted effort Five From Five, AUSPELD and Learning Difficulties Australia have collaborated to develop an evidence-based framework designed to significantly reduce the number of students leaving primary school with insufficient reading skills.
Within this framework, PLD is identified as a key evidence-based Structured Synthetic Phonics (SSP) program. Its inclusion is highlighted on page 17 of the Primary Reading Pledge and reaffirmed on page 25 of the updated 2024 Reading Pledge.
In 2011, Speech Pathology Australia published a compelling case study highlighting the significant literacy gains achieved in a remote Western Australian school. Through a targeted and systematic focus on alphabet sounds and phonemic awareness – delivered using PLD’s comprehensive literacy approach – students made rapid progress, transforming from non-readers into developing readers.
Rawa Community School, located in the Pilbara region, faced many of the challenges common to remote Indigenous communities: limited access to support services, inconsistent attendance, chronic hearing difficulties due to persistent ear infections, and a multilingual environment in which English was often a second, third or fourth language.
Traditional print-focused literacy instruction proved difficult for students to grasp and retain, and teachers struggled to address the wide variation in literacy skills across their classes. These challenges were compounded by limited literacy training and the presence of additional learning difficulties.
Before PLD’s program was introduced, 100% of Junior Primary students were classified as non-readers. By the end of the first year of implementation, this number had dropped dramatically to 64%. Likewise, only 25% of primary students were reading at age-appropriate levels prior to the program – an outcome that rose to 86% after just one year of PLD implementation.
A key factor in this success was PLD’s emphasis on empowering teachers and support staff through targeted professional development. This training equipped educators with the skills and confidence needed to deliver structured, language-rich literacy instruction across the school.
Aligned with the WA Department of Education’s Phonics Initiative, all Western Australian schools are now required to administer an annual phonics assessment for Year 1 from 2023 onwards.
This important assessment enables teachers to identify students who may need additional support in developing essential phonics skills.
The WA Department of Education has recognised PLD as an endorsed phonics program that supports schools in meeting these requirements. For schools already using PLD (or those considering adoption) this alignment ensures a smooth and consistent approach to screening.
PLD’s SSP approach and structured implementation provide schools with clear term-by-term screening and reporting processes, enabling educators to effectively track and support student skill development over time.
