ABSTRACT
We believe that those planning a programme for children with literacy difficulties will find the information presented in this manual helpful, bearing in mind that our teaching methods are not offered as infallible prescriptions, but as suggestions which have proved successful with many children in the past. There is no guarantee that they will work with all children in all situations. Whilst theoretical knowledge of the learning processes involved in reading and writing remain incomplete, it is essential to keep an open mind rather than subscribe rigidly to any one method. It is important, however, to adopt a systematic approach in planning for the individual child with difficulties.
