What to teach? When to screen? How to cater for the range in ability?

This course will provide you with the structure and tools to improve the literacy outcomes of your students in Junior, Middle and Upper primary with weak skills.

About the Teaching Students Who Are Unable to Read, Spell & Write OSnline Course

Recommended for - Staff working with students who have particularly weak skills in Junior, Middle, and Upper primary.
Course Presenter - Diana Rigg BA(ED), BEd, CPP(UK), MEd, MSc(SpPath)
Course Length - 1.15 hours viewing plus quiz
Access to course - 90 days
Certificate - Awarded upon completion
Supporting Materials - Reference material available for download

Course Description

When educators find themselves with students unable to read, spell and write, it is easy to feel ill-equipped to deal with the specific needs of this particular group of students.

There can be a range of reasons why children enter Years 1 - 6 unable to read, spell and write. For some students, it may be poor school attendance or socio-economic factors that have impacted their schooling. For others it may be that English isn't their native language, while for others it may be that students are presenting with a lower IQ.

Regardless of the contributing factors, this short course aims to provide specialist training so those working with these students have the knowledge, tools, and skills to deliver targeted, explicit instruction to help facilitate the development of early literacy skills.

This Cost Effective Short Course is Comprised of 2 Instalments

Instalment 1: Early Decoding (Reading) and Establishing the Prerequisites

An explanation of 'The Junior Primary Reading Profile' can be used once pre (or emergent) literacy skills have been acquired.

  • Clarification of the difference between a poor reader and a non-reader.
  • An investigation of the two KEY skills involved in early decoding/reading
  • Provision of assessments to track pre-reading and early decoding/reading skill development.
  • An outline of the explicit instruction that is required to facilitate early decoding/reading.
  • Suggestions focused on the management of these students within the classroom.
  • A brief discussion of research relating to early reading and synthetic phonics.

Instalment 2: Early Spelling (and writing) and Establishing the Prerequisites

  • An explanation of 'The Junior Primary Spelling Profile' can be used once pre (or emergent) literacy skills have been acquired.
  • Clarification of the difference between a poor speller and a non-speller.
  • An investigation of the three KEY skills involved in early spelling.
  • Provision of assessments to track pre-spelling and early spelling skills development.
  • An outline of the explicit instruction that is required to facilitate early spelling.
  • Tips regarding when it is possible to engage in writing tasks.

At the End of My Course, Students Will be Able to...

  • Implement time-efficient screening within minutes that will determine the basis of your plan and program for students with low entry levels.
  • Understand and have the confidence to implement short 5-minute explicit instruction sessions targeting appropriate skills.
  • Transition students from pre-literacy into early reading, spelling, and writing.
  • Understand the basics of early reading and synthetic phonic theory, which underpins this course.
  • Achieve increased early literacy outcomes for your students.
  • Be confident when teaching students with low ability levels.
  • Apply the content of the course to other programs, not just PLD's published range.e
  • Implement specialist processes for the students operating below their age matched peers.

Who Should and Who Shouldn't Take This Course?

  • The course aims to equip anyone working with students who are not yet reading, spelling, and writing.
  • Literacy Coordinators, Education Assistants, or Junior Primary Coordinators (looking for positive early identification processes within schools).
  • Student teachers and parents
  • Tutors aiming to devise a program for the students they are working with.
  • Speech pathologists, educational psychologists, or occupational therapists working within the realm of early literacy.
  • School learners and administrators will also benefit from the simplicity of the content which offers practical solutions to many classrooms.


Diana Rigg

Founder of PLD Literacy and Learning

Diana Rigg founded PLD Organisation because she recognised a large gap in the time it took for research findings to make it into practice in the classroom. With a Master’s degree in Education and Speech Pathology, Diana was convinced she could help close that gap, offering assistance to parents, teachers, and school systems looking for help in promoting literacy to the young people in their lives. With extensive experience as a Classroom Teacher, Specialist Literacy Teacher and Speech Pathologist, Diana understood what was needed. Drawing on over 15 years as a Professional Educational Consultant, Diana assembled a passionate team of Speech Pathologists, Occupational Therapists and Designers to help her translate the latest research and best practices from around the world into attractive, easy to use resources for both the home and classroom setting. Diana is active in both consultancy and publishing. Understanding the challenges of a classroom puts Diana in the perfect positions to deliver quality products aligned with school learning systems. Extensive experience in consultancy allows her to develop products suitable for use in the home either as supplemental lessons or as part of a homeschooling curriculum. In February 2010, Diana was recognised as one of Western Australia’s top “40 under 40” by the WA Business News. For more information on Diana’s work, you can Contact Diana or connect via Facebook or LinkedIn