1. Introduction

The current chapter is the second of two linked chapters that describe a framework for working to develop automaticity in reading, writing, and spelling, based on the work of Luria

© 2017 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited.

[1–3]. The two chapters are presented sequentially in this text, and are intended to be read in successive order.

In the initial chapter, Luria's theories were outlined in relation to the broader literature on automaticity. The initial description was then followed by a case study of an 8-year-old child presenting with difficulties in automaticity in reading, writing, and spelling, in addition to the procedures used for assessment and development of his individual programme.

The current chapter focuses on the methods and materials used to work with Child 1, and how the programme was implemented. Child 1's results are then presented, together with the results of 13 other children with learning difficulties for whom similar methods and materials were applied. Following this, six contrast case studies are discussed, for which there was a unique arrangement of materials and methods used.

At the end of the current chapter, conclusions are drawn and the reader is referred to a resource of low-cost materials for developing automaticity in reading, writing, and spelling. The materials are currently being used by a network of parents, therapists, and teachers in Southern Africa, as well as internationally.

The aim is to highlight key implementation variables in developing automaticity in reading, writing, and spelling, and to provide the reader with access to a teaching resource that is evidence-based, as well as to the theory, types of assessment procedures, methods, and materials linked to particular areas of a fluency-based programme.
