Some children have no trouble at all learning to read, write, and spell inside traditional classrooms or using a traditional language arts curriculum.
In our day and age, we have become very specialized in the labels we assign our children who cannot successfully learn to read, write, and spell. For some children, one particular aspect of reading gives them more trouble, while for other kids some other part of that linear process (see above) is the sticking point.
And the list goes on. Some are identified as having disabilities in comprehension, in writing, etc., but in general, all of these skills that give children so much grief are reading skills. Because children are different from each other, what they are good at (and what causes them trouble) will vary.
If the percentage of children who struggle with reading were very small, it would make sense to continue identifying the children as disabled. However, a very large percent of children today are not proficient with reading. A very large number of children cannot function in a traditional arena.
At Child1st we create resources for teaching reading that remove the difficulties of remembering sounds, sounding out words, reading sight words instantly, deciphering new words, remembering phonics concepts, spelling correctly, writing, and comprehension.
We have readers and non-readers. Non-readers or struggling readers need hooks for learning and remembering no matter what their label might be.
At Child1st we create those hooks for learning and remembering. We strive to do this in a way that will empower parents and teachers to utilize our teaching resources without having to do extensive preparation and without having to rework programs so that they appeal to various types of learners.