Strategies to Try When Students Can't Read the Text

  1. 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.
  2. Use an activity or lab experience early in the chapter.
  3. Pair a reader with a non-reader.  Peer tutors have been very successful with students who have special needs.
  4. Use pictures, graphs, diagrams, timelines, and other visuals to keep students with you.
  5. Highlight 6-10 major points, vocabulary words, people, or events per chapter(s) for which students will focus.
  6. Develop study cards and chapter guides for the various texts.
  7. Relate materials to student’s life and environment – make it real!
  8. Whenever possible use supplementary materials and manipulatives to increase interest and attention to the task.
  9. Have volunteers put textbooks on tape for non-readers.
  10. Do group brainstorming to highlight concepts.
  11. 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. 
  12. 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.
  13. Allow students to discuss their answer quietly with their table partner.
  14. 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.
  15. 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.
  16. Direct instruction methods with group responses work well with some students.
  17. Have students teach something from the chapter to someone in his/her family then write or tell about how he/she taught it. 
  18. Use “scaffolding” to teach students how to “think through” things.
  19. Break long assignments into shorter ones. 
  20. Use supplementary materials to provide essential prerequisites, vocabulary understanding, and exposure.
  21. Teach and encourage webbing as a note-taking format with visualization to aid in memorization.
  22. 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.
  23. Look to publishers’ aids, when available, for concise outlines, vocabulary aids, and supplementary ideas.


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