PLD Promoting Literacy Development

Strong literacy outcomes begin with strong teaching.

Evidence-based instruction has the greatest impact when teachers understand both the ‘why’ and the ‘how’ of Structured Synthetic Phonics (SSP).

It’s not just about having the right resources – it’s about understanding how phonemic awareness, decoding and spelling instruction work together to build successful readers and writers.

PLD professional learning helps educators deliver clear, practical and effective literacy instruction in the classroom.

Why educators choose PLD Seminars
• Build confidence in delivering SSP
• Strengthen whole-school consistency
• Gain practical strategies grounded in the Science of Reading

Choose the option that best fits your schedule
• One- and two-day seminars
• After-school sessions (over 5 weeks)
• Online and in-person training

Explore upcoming seminars at
https://pld-literacy.org/australia-wide-professional-development-seminars/

Looking for a structured, practical way to support students requiring Tier 2 & 3 literacy intervention?

PLD’s Integrated SSP Support Kit is designed to help schools deliver targeted, evidence-based intervention with confidence. Created for support staff and educators working with students who need additional assistance, the program provides clear, ready-to-use instruction aligned with Structured Synthetic Phonics (SSP).

What’s included
• Intensive 1:1 Instruction: 20-minute sessions, three times per week, revising key Stage 1–3 phonic concepts.
• Three Levels of Support: in-class withdrawal, differentiated classroom materials and home-based activities.
• Simple Progress Tracking: weekly documentation to monitor growth and demonstrate learning outcomes.

The Integrated SSP Support Kit is designed to strengthen confidence, fluency and comprehension – while helping schools provide consistent intervention support without increasing teacher workload.

Order your Integrated SSP Support Kit today at https://pld-literacy.org/product/integrated-ssp-support-kit/

New 2025 research, drawing on 106 studies and over 150,000 students in Years 4–12 shows that students can make meaningful reading gains at any age, including high school.

The findings are clear:
• Reading difficulties are not fixed
• Targeted, explicit instruction improves outcomes
• Teachers can make a measurable difference well beyond the early years

While early intervention is essential, this research is a strong reminder that quality teaching continues to matter, right through to secondary school.

Read more: https://theconversation.com/new-research-shows-its-never-too-late-to-help-students-learn-to-read-even-in-high-school-271757