ABSTRACT
This chapter suggests an alternative to the current dominant phonic-cummultisensory approach to the remediation of spelling and writing difficulties. It is divided into three parts: firstly an account of the development of the notion of a unisensory principle in the context of learning to read and spell; secondly, a case study in which the unisensory principle is applied to the teaching of spelling and handwriting to a severely dyslexic and dysgraphic child; and thirdly, an account of the development of a handwriting and spelling policy within the context of a school, using the findings from the two preceding sections.
