ABSTRACT
The activities described in the previous chapter, Developing Fluency, are based on the assumption that increased opportunities for repetition and success, without very detailed records, is sufficient to ensure progress. But some children, either younger children who have not made a real start in learning to read, or older pupils with more severe difficulties, need an even more exact and repetitive approach. This requires the teacher to set very limited learning targets and ensure that the pupil has thoroughly learnt a particular target task before moving on to the next one. The following case example of William illustrates the approach. The teaching methods are varied, and relevant to other aspects of reading and writing but the learning target itself is specified in a limited measurable form.
