ABSTRACT
The writing process itself and the reflection which permeated it allowed him to work out exactly what happened and how it hung together. In a very few schools, where there has been a consistent policy of inter-relating reading, talking, listening and writing in the first three years, it is possible for children with a history of learning difficulties to be prepared for external examinations. Quite a few remedial teachers using the diagnostic approach will embark on lengthy programmes which include the sequencing of objects, symbols and nonsense syllables, the use of multisensory techniques like "writing" words in the air or on sandpaper. A constant diet of copying worksheets and projects can almost innoculate children against their inner sense of the meaning of a lesson, and teachers across the curriculum may have to think of strategies to overcome this. The teacher read them newspaper stories from local and tabloid press and showed them how they were constructed.
