ABSTRACT
This chapter examines in detail some difficulties and how they may be dealt with in the classroom. Re-reading in context to get the proper meaning is one of the most effective corrective techniques. Relaxed reading should be encouraged, slowing the pace with more difficult material if necessary. The comprehension problems caused by omissions should be discussed with the pupil, with examples. With young or dull pupils, there may be problems with word spacing, perhaps in writing as well as reading. The reason for word-by-word reading is often that formal reading has started too soon, before the pupil was ready or had the necessary sub-skills. A useful technique is to record the pupil's conversation and then prepare a typed script which, though in an acceptable form for reading, keeps close to the original language.
