The intention behind this book was to try to help teachers establish a better balance between reading and writing in literacy teaching by focusing on spelling and handwriting issues and problems. There are several reasons for this, one being that learning to spell has a more fundamental contribution to make in becoming literate than it is given credit for in the UK. Handwriting associated with spelling has an equally significant role. It has been established that until both spelling and handwriting have been automatised, compositional skills cannot fully develop. Failure to acquire automaticity at an early stage hampers progress in the wider curriculum not only in schools but also later at university level. Writing difficulties are thus widely seen as some of the main reasons for underachievement in schools across the ability range.