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This chapter is the second of two chapters in this book to describe an instructional programme based on Luria's theories, which can be used to develop basic skills and automaticity in reading, writing, and spelling. The first chapter focused on the programme's theory, and then described how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing, and spelling. The process was illustrated with one detailed case study. The results of this case study (Child 1) are presented in the current chapter, together with the results of 13 children exposed to similar fluency-based interventions. The results of six children exposed to one or more systematic variations in programme implementation are then discussed. Case contrast analysis is used to highlight three variables affecting successful programme implementation, namely: consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the programme can be built; consistent implementation of methods designed to improve both reading fluency, and writing and spelling fluency, to produce the greatest likelihood of positive effects; and consistent support from parents in programme implementation to produce the greatest likelihood of positive effects.

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials