ABSTRACT
A graduated response is needed for children with additional needs. Only minimal adjustments may be needed to make the reading curriculum more accessible, but if the children are not making expected progress, more extensive differentiation will be required. A minority of children will need a totally different approach to reading and intensive interventions to support language as well as literacy. Once information has been gathered about the child’s ability in different areas, decisions can be made on what and how to teach, based on discussions with all those involved with the child, including the parents. A plan for reading intervention may address aspects of phonics or phonological awareness, instant word recognition and fluency and comprehension. The detail will depend on the complexity of the child’s needs and should take into consideration how often the intervention will take place.
