ABSTRACT
The first three chapters in this book examine the nature of spelling, handwriting and dyslexia and their relationship to becoming literate and to each other. The key theme which links them is how can an understanding of each of them help us design and develop interventions which will work better and faster so that children become literate more easily and earlier. In the meantime we have to recognise that some will take more time and effort and we need to cater for this.
