Research studies, as well as examples of effective literacy practices, have given a small window of evidence to support this essay to highlight language learning to aid those children considered ‘at risk’. Teachers need to be knowledgeable of the principles that underpin their practice, mindful of a balanced classroom literacy program that suits the needs of all students, especially of those unique needs of students who are deemed ‘at risk’ of reaching literacy benchmarks. Teachers need to employ a range of teaching methods, with tasks that are matched to the specific needs of each learner and must have an extensive background knowledge of the learner’s needs. Collecting assessment evidences should be ongoing to inform progress and practices should be strategic so they provide students with scaffolds that are meaningful and purposeful and allow children to understand the functions of literacy. It is crucial that students get the opportunity to regularly practise and gain praise and constructive feedback to consolidate success and promote literacy growth. The regular classroom teacher plays a central role with students with learning difficulties the continuing development and implementation of appropriate intervention programmes should be based on a range of continuous information of assessment and collected evidences.