4. Additional children who have used the same materials and methods

Children's problems vary, and no one size fits all. There is, however, sufficient breadth of graded, phonically based material in the database of the author's practice to develop fluency-based programmes for children of different ages and with different pre-test levels of reading, writing, spelling, and sequential spelling skill. These materials have thus also been used by the parents of other children in the author's practice diagnosed as having learning disabilities manifesting in difficulties with reading, writing, and spelling, as well as fluency-based difficulties.

As a number of additional children have used the same database of materials, as well as similar methods for developing reading, writing, and spelling fluency, an opportunity sample of 19 other children was selected from the files of children with whom similar fluency-based programmes had been implemented during the years 2014, 2015, and 2016. The selection of the sample was purposive. Criteria for inclusion were that each child had been diagnosed with a learning disability affecting reading, writing, and spelling, had fluency-based difficulties, and would be exposed to work in all three areas of intervention of the fluency-based programme presented in Table 1.

As the programmes developed for all of these children had similar aims and were based on the same assumptions as Child 1's individual programme, Child 1 was also included in the sample, bringing the total sample size to 20. The pre- and post-test results of all 20 children were then extracted from the practice's records, and tabulated for purposes of analysis.
