ABSTRACT
This chapter looks at the broad types of programmes that have been proposed, their theoretical rationale, and their success to date. Perhaps the most straightforward approach to remediation might be referred to as direct instruction. Once remediation ceases, the children in the control group might gradually catch up. The general notions behind the approach to remediation are quite sensible, but at this stage nobody has discovered how to tailor reading instruction to fit in with a child's abilities. Parents and teachers sometimes become enthusiastic proponents of a particular remedial programme after reading seemingly impressive evidence for its effectiveness. Several attempts have been made to develop batteries of cognitive tests which can be administered to the pre-school child for the purposes of predicting later reading difficulties. Preventative programmes of each of these three types have been proposed and there have been a couple of studies evaluating the effectiveness of such programmes.
