Access to written language is a significant part of everyday living, and difficulties in successful acquisition of literacy causes a barrier to learning, and ultimately to full participation in life. Populations at particular risk of difficulties with literacy acquisition include those with complex communication needs and/or speech and language delay or disorder regardless of aetiology or origin.
This session aims to explore the primary models of reading and then examine the language features required for proficient reading, as many of those who experience difficulties will have underlying language difficulties.
Struggling readers can be supported in the acquisition of reading through language strategies, and the use of symbols. Different kinds and levels of symbols will be examined, along with examples of resources which marry symbol support with language strategy to support a developing reader who is struggling with literacy acquisition which will help to bring the theory into practice.