Special education
Literacy skills are important for a student to develop because difficulties with reading and writing will affect all areas of their school achievement. Reading is the main way that students find and present information for school activities. It is also the main way that students learn (Robinson, 2001). A high percentage of the school day incorporates paper and pencil activities which involve reading; and when students move into later primary and then into high school, they will come across word problems in mathematics that they must read and be able to comprehend in order to understand mathematics topics. According to a 1992 Australian government enquiry into early literacy, 10-20% of students finish primary school with literacy problems. This therefore, means that these literacy difficulties will extend into adulthood for most of these students. As a result, it is more that likely that all teachers, during their career will be involved with students who have literacy problems (Robinson, 2001). This was evident at St Jerome's, where due to the high proportion of students with special needs at the school, just about every teacher had at least one student with special needs in their class. Thus, all teachers
Therefore, many students - especially those with special needs - must specifically be taught the difficult and confusing relationship between letter patterns and sounds in order to learn them properly. In summation, literacy is an important aspect of a student's life. It is not something that teachers can ignore and hope they never have to deal with. There are two parts to the reading component of the Macquarie Tutor Reading Program which are mentioned in the recommended text: whole word recognition (sight vocabulary) and word-sound analysis and synthesis (phonics). This applies to both sight word recognition in reading and learning spelling 'demons'. must understand how students with literacy problems feel and the best way to support them. So to make it easier for students with special needs, Shani (the primary Special Education teacher) provides the students with an alphabet chart. This is due to the fact that not only do they have difficulty pronouncing the correct sounds, but the "skill is made more difficult in the English language because of the lack of correspondence between sounds and the letters of the alphabet" (Robinson, 2001). This is a fantastic way of finding out exactly what level the students with special needs are working at. Robinson (2001), states that as a result of this, an upwards spiral of improvement could occur, with greater sight vocabulary leading to more reading and more knowledge of language patterns in print. Letters and letter clusters can represent more than one sound. For example, the 'oo' sound in cook is different to that of moon. Once the initial test is completed, students are tested using the Macquarie Reading Tutor Program (mentioned earlier) almost every day. Eventually this will lead students with special needs to have an even greater ability to identify new words and eventually learn these by sight. In reading, students must be able to see the letters and letter patterns; and also identify the sounds of these letters or patterns.
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