ABSTRACT

Planning for the literacy development of any learner or group who experiences difficulties should be based on a comprehensive assessment of factors related both to the individual and the learning environment in which she or he is educated. It needs to include an overall long-term programme based on a global view of the individual; an awareness of the immediate and broader context within which any individual education plan, individual profile or record must take effect; and an understanding of issues related to equal opportunities. It must also take account of what constitutes ‘literacy’ and the underpinning models of literacy acquisition assumed by different intervention programmes. From this long-term programme it is possible to draw up medium-and short-term plans, which should clearly be related to it.