Teaching procedures for children who have reading difficulties

Abstract

The purpose of this study was to develop familiarity with teaching procedures and identify those designed to assist pupils with specified reading difficulties.The reading difficulties pertinent to this research paper varied in nature: e.g., consideration was given to teaching procedures for working with pupils exhibiting word recognition difficulties such as initial errors, middle errors, ending errors, limitations in visual or auditory discrimination; use of context clues and comprehension limitations; and spelling difficulties.