As the discussion stresses, there are several environmental factors that are known to affect literacy development, though their impacts are unique to each individual. Some of the factors include the language exposure, parental support, and family background. These factors affect the ability of an individual to make progress in literacy skills and capability. This paper explores the typical development and atypical development among persons of similar age. To do this, the treatise looks at two studies of individuals with different profiles and family backgrounds. The paper looks at the cognitive and organizational skills, the working skill processing memory, communication, emotional balance and the behavior of the two individuals. In the assessment and analysis of the two types of development among persons in different age groups, the various risk factors that differentiate the two are normally assessed, however, it is likewise substantial to note that when observing and assessing typical and atypical development in individuals to determine the literacy progress, not only the risk factors should be looked at. Protective factors have also been used to help determine the progress and path of development.
One of the most common ways in which typical and atypical development is assessed is through systemic observation. Systemic observation of an individual’s behaviors and abilities is normally done over a certain period of time. This entails looking at the indicator factors, as well as the protective factors that influence literacy development.