Learning difficulties in literacy : overcoming a construct of the literate student

In the 1980s a recently retired teacher asked if I would like her collection of professional books and equipment. As a Reading Resource teacher, I gladly accepted, eager to tap into another teacher's long experience. The large box I received was a treasure chest of books and teaching materials, mostly American, that demonstrated the conceptualisation of literacy acquisition practices from the 1960s and 1970s. Philosophically, the materials focused on skilling and drilling of phonics. The games were all at an early stage or primary level. This is important information for secondary English teachers of the 21st century. First, it demonstrates that common practice for attempting to resolve the difficulties of students with Learning Difficulties in literacy as late as 25 years ago was premised on drilling 'basic', decontextualised decoding skills. Second, it was also premised on the long held notion that from Kindergarten to Year 2, children learn to read; from Year 3, children read to learn; and if they haven't learnt to read by the time they reach high school, it is too late. Both of these premises are now being challenged. I will explore current thinking in both of these areas in the remainder of this chapter, concurrently, utilising research data to illustrate how secondary English teachers (in conjunction with all other secondary teachers) can develop and enhance the literacy skills of those students who struggle. This exploration takes the form of a brief debunking of some myths about students with Learning Difficulties in literacy