ABSTRACT
Functional literacy is a prime societal demand in technological society
such as ours. The classroom and the home environments can have significant effects on children ’s literacy development. This is especially true for the young learning disabled child (LD) for whom leaming to read and write is frequently a struggle. This paper argues that if environment for literacy instruction is created the LD child can develop functional literacy skills thereby contributing his quota to ensure a sustainable national development. The paper therefore presents various ways in which childhood literacy problems of the LD child could be tackled through the use of assignments, teacher behaviour and wordless picture books.