Effective practice should begin with visual perception and discrimination, basic procedures, for example, left-to-right progression, identification and interpretation of size, shape, and relative position of letters and words (Roe, Smith & Burns, 2009) as well as the ability to see likenesses and differences in visual forms. Increasing a developing a bank of high frequency common sight words assist children to read and write words instantly without analysing them (for example, Fry’s or Dolch’s word list). Spencer and Hay (2008) outline the advantages of core lists representing an efficiency in the teaching and learning process by assisting teachers monitoring children’s progress and allowing children to better able to develop their fluency, confidence and comprehension when reading familiar words and texts. Graphomotor coordination is necessary for letter formation and fluent production of letter sequences. Teachers of students with spelling problems should ensure that the student can form letters and write them with sufficient fluency and automaticity. Poor spellers need dozens of opportunities to write problematic words before they can remember them. Phonological awareness – students need to be able to detect the phonemes in words and hold their sequence in memory. Poor spellers have trouble understanding and using orthographic knowledge. Useful activities for developing phonemic awareness includes, read-a-loud books that have rhyme, alliteration, assonance and other features which allow children to play with the sounds of language.