Is there research to support PLD’s phonic sequence and stages?

All evidence-based SSP programs present a structured sequence for phonics from initial code to extended code, to a focus on phonic units that are also morphemes/meaning units. These programs include the provision for frequent checks for understanding, application and review.

The following overview outlines PLD’s SSP sequence, progressing from single-letter phoneme-grapheme connections and digraphs to the introduction of alternative spellings in the extended code. This can also be found here [SSP Overview](https://app.crisp.chat/website/1dc11595-a661-468e-a20d-8a0467d972dd/helpdesk/articles/en-au/837d92dd-e180-46c2-841f-3a20622d232a/)

The fundamental difference between the range of high quality phonics programs currently available is not significant. Research has not outlined the ‘best’ way to proceed. Rather the factors that are likely to influence the success of a program include:

• The amount of quality training provided to the teaching staff
• The time dedicated to the delivery of content
• The resourcing and ongoing support available to the teachers and the fidelity of the program delivery

Most evidence-based SSP programs have a degree of similarity, but also differences in the presentation of code.

• PLD is not a standardised program
• PLD requires schools to choose their own standardised measure to ideally secure a reading age and a spelling age (at the end of each school year, within the end of year reporting cycle) to determine that students have secured the minimum 12 month increase in ability. As students progress through the PLD stages, showing progress from term to term, this typically equates to a 12+ month increase in ability for the majority of Tier 1 and 2 students
• Schools select which measure is appropriate to the school’s context, needs and budget

Updated on: 26/04/2024