- For some students who read slowly or with difficulty, a "read-along"
technique with taped texts and materials can allow the learning of
printed materials.
- For students with memory problems or difficulty taking notes, a
fellow student might share notes; the student might tape the lesson; or
the teacher might provide a copy of the lesson outline.
- For students who read below expected levels, educational videos and
films or talking books can provide the general information that cannot
be acquired from the printed page.
- For students with short term memory problems (e.g., understand math
processes, but have short term memory problems that interfere with
remembering math facts), a table of facts or a calculator could be
provided.
- For the student whose handwriting is slow, illegible or includes
many reversed letters, a cassette recorder or a computer with word
processing software could be used for written work or tests.
- For the student who has difficulty with spelling, a "misspeller's
dictionary" or computerized spell checker can help make written
materials readable.
- For students who have difficulty reading cursive, small, or crowded
print, typed handouts, large print, or double spaced materials can help.
- To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.
- To teach spelling, use a multi-sensory approach which combines saying, spelling aloud, and writing words.
- Ways to improve vocabulary and comprehension can include a
student-developed file of vocabulary words and the use of word webs and
visual organizers to relate words and ideas heard or read on paper. A
dictionary or thesaurus, suited to the child's learning level, is also
an excellent tool for building vocabulary, spelling and reading
comprehension.
- For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:
- a quiet, uncluttered homework space;
- alarm watch;
- purchased texts that can be marked with a highlighter;
- a homework assignment diary coordinated between home and school;
- study skills instruction; and
- a personally-developed date-book or scheduler.
- For students who copy inaccurately, but need written practice to
solidify learning, changes that may help include: leaving a space
directly under each word, phrase or sentence, or having handouts on the
desk for those who can't copy from the blackboard or take dictation
accurately. For left-handed students, place the list of words at the
right margin. For students whose writing is large, provide enlarged
spaces for "fill in the blank" activities.
- For students who seem to process auditory information slowly (e.g.,
not fully understanding questions asked, recalling needed information,
or forming an appropriate answer), be patient. Allow sufficient
wait-time for the answer or provide the questions in written form.
- Oral and written language should be taught together as much as
possible. Illustrations in a book being read should be used to generate
conversation, vocabulary and concepts that will relate to what is to be
read. Material that is read can be translated into a verbal summary, a
word web, a visual organizer, or a computer presentation.
- For students who find reading slow and difficult, supplement the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.
from : NCLD
