Strategies to Try When Students Can't Read the Text

s                  As you say the page number you want them to turn, always write it on the board.  If your class can handle bookmarks, they can also be useful.

s                  Use an activity or lab experience early in the chapter.

s                  Pair a reader with a non-reader.  Peer tutors have been very successful with students who have special needs.

s                  Use pictures, graphs, diagrams, timelines, and other visuals to keep students with you.

s                  Highlight 6-10 major points, vocabulary words, people, or events per chapter(s) for which students will focus.

s                  Develop study cards and chapter guides for the various texts.

s                  Relate materials to student’s life and environment – make it real!

s                  Whenever possible use supplementary materials and manipulatives to increase interest and attention to the task.

s                  Have volunteers put textbooks on tape for non-readers.

s                  Do group brainstorming to highlight concepts.

s                  Structure the lesson so it can be done with a friend, peer tutor, cross-age tutor, or small groups to enhance student interactions and involvement. 

s                  Allow at least 5 seconds wait time for answers.  Try rephrasing, “prompt” questions and waiting again.  Always try to ask them questions you think they’ll know.

s                  Allow students to discuss their answer quietly with their table partner.

s                  Use 1-minute paper technique.  One minute to write answer and then read it aloud if called.  Illustrations may be utilized in place of words.

s                  Using white boards, chalkboards, or paper, have students write the answer in big letters and on a signal from the teacher, the students will hold it up under their chin.

s                  Direct instruction methods with group responses work well with some students.

s                  Have students teach something from the chapter to someone in his/her family then write or tell about how he/she taught it. 

s                  Use “scaffolding” to teach students how to “think through” things.

s                  Break long assignments into shorter ones. 

s                  Use supplementary materials to provide essential prerequisites, vocabulary understanding, and exposure.

s                  Teach and encourage webbing as a note-taking format with visualization to aid in memorization.

s                  Allow for evaluative options such as a contract with a choice of items allowing students to be evaluated in a modality/mode in which they function more efficiently.

s                  Look to publishers’ aids, when available, for concise outlines, vocabulary aids, and supplementary ideas.

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