ABSTRACT
This chapter commences by drawing attention to ways in which access to the national curriculum may be restricted to primary school pupils who are experiencing reading difficulties. The remediation of reading difficulties has been a priority for teachers and the varied services which support teachers in what can be often an exacting and frustrating task. The chapter highlights the nature/extent, and some causes, of the reading problems which pupils may encounter, before focusing upon the association between reading and emotional problems. Problems in reading and other academic areas became evident, to the extent that the school requested help from the Schools Psychological Service. The degree to which satisfactory progress is achieved by each pupil within the core and foundation subjects of the national curriculum is influenced to a large extent by the individual pupil's reading ability. The counselling techniques were based on self-concept theory and required adults to establish relationships with pupils, of a kind which were non-judgemental and accepting.
