Literacy & Numeracy Difficulties

As stated by Robinson (Foreman, P. 2008), Difficulties with Literacy and Numeracy imprint and enamor all aspects of school achievement. It is the largest disability in the community. Literacy and Numeracy problems are not perpetually visible. Intervention is needed earlier to ensure the nurture gap is not enhanced. Children with learning difficulties need to be identified in the foundation historic period to enable early intervention. Learning difficulties in Literacy and Numeracy leads to a downward learning cycle as a want of achievement causes a lack of motivation and confidence, which causes a further lack of achievement (Hunter-Carsch 2001).Teachers need to agnize and respond by tailoring instruction to the students interests, frame up in the time to motivate students to read, by developing the students confidence and commitment. Teachers need to understand how students feel and how to support them. The interactive archetype approach is becoming increasingly accepted, a s it uses both the whole name/stories and letter-sound association in learning to read. This enables all students to learn reading strategies in the learning environment, with the effective intervention development phonological, semantic and syntactic cues.Literacy difficulties affect numeracy learning. Students need to learn basic mathematics for sufficient skills to survive in daily living. This is an essential component of the NCLB Act. Students must understand the language and concepts of mathematics, along with the processes of basic problem solving. Mathematics requires a detailed word-by-word approach, (Henderson 2001Jitendra et al. 1998), to ensure a student builds an appreciation of basic mathematical language and concepts.To achieve the understanding of basic mathematics language and concepts emphasis needs to be fixed on doing things that relate to the students life and everyday activities, using concrete materials that conjecture this. Students with learning difficu lties have memory deficits which impair their ability to memorise information, thus instruction should focus on the figuring out the number facts (Ginsburge 1997). early intervention can also come from parental input using resources such as Tool kits for Parents. Students need to see that tasks are purposeful and be able to be confident to complete tasks.To do this activities and resources utilise are to be specific to the students needs and interests and be clearly demonstrate to them. Identifying materials and resources to their local community would enable this. This is backed by McMillan (2011) and Rief, S. F & Heimburge, J. A. (2006) Ch. 3 Understanding and Reaching Special Populations of Students. Reference list Carnellor, Y (2004) didactics Mathematics to Children with Learning Disabilities, Encouraging Mathematical Success to Children with Learning Difficulties, 2004. Ch. 1 pp. 1-10. Social Science Press, Australia.McMillan, J (2011) Classroom Assessment Principles an d Practice for hard-hitting Standards-Based Instruction, 5th Ed, Boston, M. A Pearson. Rief, S. F & Heimburghe, J. A, (2006). How to reach and teach all children in the inclusive classroom (2nd Ed. ). San Francisco Wiley. Pp. 36-40. Robinson Understanding Literacy and Numeracy Ch. 7, pp. 247-254 285-289. Foreman, P. (2008) inclusion body in action. Cengage Learning. Robinson Developing Literacy and Numeracy Skills Ch. 8, pp. 303-308. Foreman, P. (2008) Inclusion in action. Cengage Learning.