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At what age should children be able to aurally discriminate between “th” and “f”? This is a great question which we are often asked. The aim of this post is to help provide strategies which you can adopt when working with children who struggle with the differences between these sounds.

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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 implementation within the classroom. In these succinct videos, we also explain how to cater to the range in student ability by using screening and tracking […]

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

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PLD’s range of decodable reading books align with PLD’s Structured Synthetic Phonics (SSP) sequence. The type of words, word count, and amount of HFWs gradually become more complex as more phonic concepts are introduced. It is important to include decodable reading books as part of your SSP program. This article explains why. Set 1 of […]

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

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We love getting such great feedback on the PLD literacy development program and its materials. The following testimonial demonstrates how even with poor student entry levels a quality program with quality instruction and delivery can still produce positive outcomes.

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What are Elkonin boxes? Elkonin boxes (or sound boxes) are a useful teaching resource in which each box represents a single sound (or phoneme) contained in a word. They are named after a Russian psychologist D. B. El’konin who first used them in the 1960’s to help students segment spoken words into sounds. Today, the […]

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Look-Cover-Say-Write-Check is a great strategy for children learning to spell. In this PLD insight, Diana Rigg discusses how to gain the maximum benefit from this technique and other PLD spelling activities. The video demonstrates how to slow down and focus children on the process of learning to spell. You can download the “Look-Cover-Say-Write-Check” poster here. […]

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The team at PLD has always made it a focus to highlight the importance of phonics and Structured Synthetic Phonics (SSP) as part of a wider skill set for the successful teaching of students from the age of 3 up to Year 6. The entirety of PLD resources employs a practical and highly functional style […]

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The beginning of the school year is an incredibly busy time of the year. Despite the workload ahead of all of you, it is imperative that schools start their year well. With this in mind, we’ve developed the following Term 1 essential checklist for teachers, school leaders and those new to PLD which should greatly […]

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Recently, Diana Rigg was featured in her old high school’s alumni magazine. Read a full transcript of the article below. “Past Principal of Santa Maria College, Sr Sheila Sawle used to constantly tell Santa Maria girls, “If it is to be, it is up to me.” Thousands of girls took that inspirational advise with them […]

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While all children develop at different times, there is an expected sequence of developmental milestones your child should be reaching. PLD have provided handy downloadable milestone guides for children aged 6 months through to 12 years.  Designed by speech pathologists, occupational therapists and educators, the comprehensive guides give an overview of the Oral Language, Literacy […]

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As children reach middle primary school, developed language skills are critical for gaining academic understanding of content and information as well as communicating socially.In this era, many daily activities do not require children to have to use language. For example: watching tv, playing computer games, using a playstation, sitting quietly on their DS, watching DVDs whilst driving…

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A PLD customer asks; “We are going to have Parent/Teacher interviews soon as we want to “share” and “source” as much information with parents as possible as early as possible. I believe that there are questions early childhood teachers should ask parents about the child’s development since birth. Can you please be of assistance.