Abstract
Literacy difficulties emerge during the first year of school, persist in some form throughout education, and affect adult adjustment and work potential. As classmates pull ahead the slow pace of some children’s progress is apparent to teachers, parents, psychologists, medical practitioners, and special educators. Well-designed interventions delivered individually and early can reverse that slow progress and bring many children into the average band for their class. Such outcomes rarely occur with older children even when they get extended, individual, tutorial help.
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Clay, M.M. (1997). The Development of Literacy Difficulties. In: Edwards, V., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4540-4_5
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DOI: https://doi.org/10.1007/978-94-011-4540-4_5
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