For reading to become swift and automatic, students need to move beyond
the level of phonic decoding to recognise most words instantly by sight
(Prior, 1996).For
students with severe reading difficulties, Neill (2005) suggests that progress
can be made by using a multi-sensory approach to word learning involving
kinaesthetic activities such as tracing, writing, typing and highlighting words
with colour.Many
of the most frequently used words in print are in this category.