ABSTRACT
The ability to read is among the most important skills that students need to learn, because reading provides the key to acquiring new information in all areas of the curriculum. It is the main means by which children can become independent learners. Failure to learn to read with adequate proficiency places any child at risk of failing in most school subjects. Even in this technological age, reading still represents the main method of obtaining information, and is also used for recreation and enjoyment; and reading can stimulate a child’s imagination and emotions. In life beyond school, people with good literacy skills are able to take advantage of the many opportunities that occur, and are likely to have higher self-esteem, better jobs and higher wages than those with poor literacy skills. Unfortunately, many children with special educational needs have major difficulties learning to read, and without effective intervention they fall increasingly behind their age peers in school achievement (Connor et al., 2014). Ongoing failure undermines any child’s confidence and motivation, leading eventually to disengagement from learning and the belief that learning to read is simply too difficult. Early intervention is therefore absolutely essential so that a child is helped to make good progress before detrimental feelings of helplessness set in. This is the underlying principle in the Response to Intervention model (RtI) described in Chapter 1. Reading difficulties can affect the progress of up to 30 per cent of children in some schools, and the problem is not confined to those with disabilities or with other identified special needs (Lonigan & Shanahan, 2008). Even a few students regarded as gifted sometimes exhibit problems with reading and spelling. Weakness in reading remains the principal reason for the high number of referrals for additional support in schools. It is obvious, therefore, that schools must adopt the most effective initial teaching methods to prevent this problem and ensure that almost every child gets off to a smooth start in reading. All kindergarten and primary school teachers working with beginners need very strong professional preparation that gives them the pedagogical knowledge and skills for effective Tier 1 teaching (Noll & Lenhart, 2014). Unfortunately, it seems that all too often trainee teachers are still not being equipped with the expertise necessary for starting young children on a sure path to literacy.
