ABSTRACT
Teachers and carers of all pre-school children should have had, in their training, input which has provided them with a good knowledge and understanding of general development. In addition, they should have been taught how to observe and record anything which may be considered unusual or enigmatic for whatever reason. Dyslexic children have very poor auditory sequential memories and instructions are quickly forgotten. Teachers must remember that dictionaries are meant for the meanings and pronunciation of words, not to find an unknown spelling. It is necessary to know accurately the first three letters of a word before a child has any chance of finding it in a dictionary. Flowing writing follows naturally on from scribbling movements, a fact which can be harnessed to beneficial effect immediately the child enters school. Methods used successfully with dyslexic learners are also appropriate for many other young learners.
