Literacy Intervention in the Classroom; Explicit Literacy Strategies.

Two of the most critical elements of any literacy programme is that of direct, and explicit, differentiated teaching (Edward-Groves, 2003; Snow et. al., 1998; Westwood, 1997). An effective teacher should be able to manage time restraints to take account of student’s difficulties within the classroom programme. Although conducted within a small time-frame, the findings will support my growing theory about the importance of intervention in student outcomes occurring within the mainstream classroom as part of the everyday programme.

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Westwood (1997) stresses how important it is that children with special needs and learning difficulties are taught how to ‘learn’, and emphasises the need for teachers to allow for growth in independence and self-regulation in students’ work habits. Effective teachers also have a sound knowledge of how children learn, and how to manage a class with diverse learning needs (Louden et. al., 2005; ACG, DEST, 2005;Snow et. al. 1998; Westwood, 1997).

Westwood (1997) claims that extra tuition can be conducted outside the classroom, but ideally, not for the whole day. It is important for the child with Learning Disabilities (LD) to be included and to feel a part of the normal classroom activities. While it is unrealistic to expect that a child with LD’s will make progress without extra tutorial help (Westwood, 1997), it is also unrealistic to expect that all support must be given outside the classroom environment. If we look upon students with LD’s as ‘Inefficient Learners’ (Westwood,1997; Wallace and Kauffman, 1973) rather than as having deficits in their learning, teachers are more likely to successfully improve outcomes for these students by teaching to their strengths and by teaching them strategies for learning (Hattie, 2003; Westwood, 1997).