However, those of us who have worked in the field for any length of time have long been aware that this is the exact proportion of the school population that is not benefiting enough from current strategies for teaching reading. In fact, it is my belief that the majority of this 20 per cent suffer - to some degree - from dyslexia.

Progress in literacy skills for this group are only likely if a highly structured, phonetic approach is used. Thus, time spent on the national literacy hour would be better spent on more individualised instruction for these pupils.

As things stand, children with difficulties are gaining very little from this valuable time. In effect, the literacy hour is depriving these children of the specialised teaching time they so desperately need.

Keda Cowling

8 Green Road

Baildon

Shipley, West Yorkshire