An investigation into the early identification and benefits of intervention strategies for young children with reading and spelling difficulties

To support this research into the value of additional small group support children who do not learn the techniques of reading and spelling during their first in school, I have reviewed relevant literature on how beginners learn to read and I have considered and evaluated intervention strategies to support these children. I have compared the relative importance of thinking and interaction with books compared with structured phonics teaching and come to the belief that children need learn to read through a balanced four pronged approach to letter sequences, spoken equivalencies of letters, word meanings and text understanding. Children's ability to read and spell well is to some extent based on their familiarity with speech and the written word. Environmental print is found in all areas of their lives. Parents have an important role to play in improving their child's chances of success at school The motivations of careful choice of books at suitable levels plenty of 'pause', 'prompt' 'praise' (McNaughton 1981, and Clay and Glynn 1985) important for developing confidence and encouraging success. It is important that are many "early opportunities to do connected and meaningful reading", (Chall, 1983,p.ll in Adams 1990 p.39). Frith (1985) suggests that onsets and rimes are important stage in teaching phonics which is often left out. Phonology can be broken down into four stages; separate whole words, syllables, onsets and rimes and individual phonemes. Encouragement to write "one's own name (which) is a 'trail-blazing' event" (Temple et.al. p. 47 in Gibson 1989) is the beginning of spelling. It continues learning, through all senses, careful letter formation and initial sounds. Children to write their own thoughts with support until they can confront the holes in knowledge by frequent independent writing experiences (Stanovich 1984 in Adams, 1990). Good spellers have a reliable memory for conventional spelling patterns strings; one of many aids to develop this knowledge suggested by Bryant and Bradley (1985) is the tactile use of plastic letters to make words. In a programme of additional intervention it is first necessary to identify children who require support. My research shows that we are successful in assessment techniques, because from the class who were chosen for support in 1993, no fiirther children have shown additional needs. We use regular formal tests to lend confidence to our teacher assessments. My quantitative findings show slightly favourable trends, although the size the group is too small for the results to be statistically significant. The results 1993 group that received support are a little better in subsequent tests than unsupported children. However, children with significant difficulties, social or medical problems retain difficulties which, so far we have not ameliorated. This research shows the importance of Individual Educational Plans which take into account each child's optimum learning style. Children who do not learn easily seem to fail because they are not able to make full use of one or more of their senses. Further research could be carried out into the value of precise targeting of the child's preferred sense, increased sounding out words as children write, use of plastic letters and use of onsets and rimes. The children are eager to receive additional small group support and teachers and parent helpers will continue the programme next year because they believe successful in helping some children to learn to rea