ABSTRACT
Despite a few excellent texts on the subject of writing in recent years, it is understood that the nature of learning difficulties in writing and spelling is still at a rudimentary level. The coordination of planning, sentence structure and spelling at the end of the performative writing stage is very difficult. Most children are attempting to do this, however, much of the teaching at junior schools are directed towards producing such integrated composition. Remediation Broadly is the remedial techniques advocated for spelling difficulties that falls with the two types of difficulties described. Firstly, those concerned with improving visual and kinaesthetic memory for the whole word and, secondly, those aimed at improving phoneme-grapheme conversion. When a child's writing is poor, it seems difficult and unlikely to be motivated to write in the long term. The approach then becomes the teaching of writing for meaningful purposes, the writing of brief notes or letters and the writing of shopping lists and memory aids.
