ABSTRACT
This chapter argues that dyslexia in the majority of cases results in both a reading and an even more severe spelling problem. It is a result of a minor neurological dissociation that inhibits the normal association of sounds and their symbols in the early acquisition phase. The integration of the three skills of reading, spelling and handwriting placed the specialist programmes in a separate position from the rest of early years literacy teaching and the general orthodoxy of remedial teaching that focused almost entirely on remedial reading strategies. The class teacher used the 'Letterland' pictogram scheme as do many other Reception teachers because it is user friendly and the stories and pictograms of the letters are very popular with the children. In addition to the Alphabetic-Phonic-Syllabic-Linguistic (APSL) format other dyslexia-friendly strategies can be used after the i, t, p, n, s phase. Dyslexics need a specific highly systematic multisensory form of intervention linking sound-graphic symbol-articulatory feel-and motor writing skills connections.
