Premium
Tackling Literacy Difficulties: can teacher training meet the challenge?
Author(s) -
Layton Lynn,
Deeny Karen
Publication year - 1995
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/j.1467-8578.1995.tb00906.x
Subject(s) - spelling , dyslexia , literacy , psychology , reading (process) , phonological awareness , mathematics education , pedagogy , phonics , learning disability , primary education , developmental psychology , linguistics , philosophy
Lyn Layton, a teacher of pupils with Specific Learning Difficulties (dyslexia), and Karen Deeny, a speech/language therapist, are currently researching the phonological awareness of pre‐readers. They consider how initial teacher training might include more attention to the skills which underpin reading and spelling, with a view to giving appropriate support to pupils with literacy difficulties. They argue that, thus prepared, primary teachers will be better placed to prevent such difficulties and to enhance written language skills in all children.