Abstract
The aim of every teacher must surely be to equip students adequately so that they not only have a mature and fully balanced approach to life and the world but also sufficient tools to use in a literate society. Many children absorb these skills with little apparent effort by following their school’s reading program and making progress. It is only when this development does not take place that the concerned teacher should question how the child is learning and what methods and programs of remediation could be used. What course would be suitable for the student depends not only on the needs of the child but also on school resources—both financial and human.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Bramley, W. (1972 and 1995).Units of SoundLDA, Grand Rapids, Michigan.
Bramley, W. (1993).Developing Literacy for Study and WorkLDA, Grand Rapids, Michigan.
Bramley, W. (1998).Active Literacy KitLDA, Grand Rapids, Michigan.
Dyslexia Institute (1993a).Developing Literacy for Study and Work Vol. 2: OverlearningDyslexia Institute, Staines, United Kingdom, p. 159.
Dyslexia Institute (1993b).Peter Hatcher Lecture on ReadingEaster Conference at Royal Holloway College, Dyslexia Institute, Staines, United Kingdom.
Shaywitz, S. L. (1996). In:Scientific AmericanNovember, 1996.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2000 Springer Science+Business Media New York
About this chapter
Cite this chapter
Moss, H. (2000). Using Literacy Development Programs. In: Townend, J., Turner, M. (eds) Dyslexia in Practice. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4169-1_7
Download citation
DOI: https://doi.org/10.1007/978-1-4615-4169-1_7
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-306-46252-8
Online ISBN: 978-1-4615-4169-1
eBook Packages: Springer Book Archive