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As with any teaching resource, there are different ways sound wall displays can be introduced, displayed and utilised.  As sound walls are a fairly new instructional tool, it is important to provide information on how to use them to their full potential. Click here if you would like to read more about sound walls and SSP, […]

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The ultimate goal for any teacher is to enable their students to express themselves through authentic writing. However, achieving this level of literacy independence requires a solid foundation in reading and writing skills. Phonic dictation is an essential component in this process.  Dictation serves as a bridge to independent writing whereby students are able to […]

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This article is for educators teaching older students that require decodable reading books beyond junior primary (or students who need to develop fluency). In days gone by, decodable reading books were depreciated for having dull plots and limited vocabulary; very unappealing for older students still requiring decodable reading material.  In response, PLD sourced a range […]

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PLD recommends commencing explicit SSP instruction as early as possible in Term 1.  Some schools new to implementing PLD used a pupil-free day at the end of the previous year, or the beginning of this new school year, to review handover screening whilst watching the online courses.  However, there will be other schools that are […]

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Decodable reading books are an essential component of an evidence-based SSP approach and all students, regardless of age, who are in the early stages of reading (typically PLD Stages 1 & 2) should be assigned them. Decodable reading books only contain phonic concepts and High Frequency Words (HFWs) that students have been explicitly taught. Specifically […]

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To inspire and focus teachers for the term ahead, be sure to view and forward these short refresher clips. The clips provide concise, relevant, and actionable tips for effective PLD teaching sequence implementation within the classroom. In these succinct videos, we also explain how to cater to the range in student ability by using screening […]

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How Sound Walls Belong in PLD’s SSP Program Structured Synthetic Phonics (SSP) is at the heart of PLD’s offering.  Every resource we create is intended to scaffold, support, and extend students’ SSP knowledge and skills.  Our latest release, Sound Wall Charts, are a special resource that will bring to life the PLD teaching sequences and […]

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Many schools take the opportunity to commence PLD implementation on pupil-free days at the beginning or end of the school year. Typically, half a day is sufficient time for staff to familiarise themselves with PLD’s programs, screening, downloadable manuals, online courses, and processing of the testing. Naturally, questions will arise, but the allocation of a […]

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For students to develop strong literacy skills in the junior primary years, they need accurate and fluent vocabulary, comprehension and oral language skills. The most effective way to teach these skills to students is through the explicit teaching method called “systematic synthetic phonics”.  The short, 7-minute UK Phonics check, is a helpful screen test that […]

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What are the RTI or MTS Models? The response to intervention (RTI) or multi-tiered system (MTS) model is an approach designed to identify and provide appropriate support to students who require more intensity or differentiated instruction to engage or progress in their learning. Core principles of RTI include multi-tiered systems of support, early intervention, data-driven […]

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Home practice of phonic concepts taught at school through the use of decodable reading material provides students with an opportunity to consolidate their learning and increase the amount of oral reading time provided. Students need multiple opportunities and extensive practice of reading in connected text to support autonomous word recognition (Kuhn et al., 2010). What […]

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Research repeatedly explains that it is essential to get it right when students are first learning to read. The bleak reality is that once children start to fall behind their peers, even with special funding and programs, it is difficult for many to catch up. With this in mind, this blog is devoted to early reading. All […]

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There is currently insufficient handwriting instruction in Australian schools and children’s handwriting has become slower because they practice less.When handwriting becomes automatic, children can concentrate on what they are writing not how they are writing. A multisensory approach appears to have significant advantages in developing handwriting skills and a consistent reading and handwriting font is recommended to enhance children’s handwriting and literacy acquisition. Through establishing ideal handwriting technique, each student’s potential for academic success will be maximised.

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Commencing in Semester 2 has its advantages because staff can become familiar with PLD’s programs, and implementation issues can be resolved all before the start of a new school year. This article provides a comprehensive guide to kickstarting PLD in Term 3. The implementation of PLD can be initiated at any point during the school […]

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What are Decodable Texts? Decodable texts are specifically designed for early readers. They provide reading material which enables students to apply their alphabet sound skills, their early phonic knowledge, phonemic blending and decoding skills. The decodable reading material gradually increases in length and complexity and also gradually introduces sight words. When are Decodable Reading Books […]

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Whilst initiating a new Structured Synthetic Phonics (SSP) program in Term 4 might seem unnecessary, it offers distinct benefits. It allows staff to familiarise themselves with PLD’s screening and tracking procedures, teaching sequences, and downloadable manuals. This preparation sets them up to commence the next school year with ample resources, confidence, and expertise to implement […]