• Modify/adapt strategies: Address features of the context and the task so they support the learners' performance. They build on learners' strengths and needs, so that weak areas do not interfere with performance (i.e. use symbols when reading text to indicate areas they know, have questions about or don't understand). These strategies don't fix the problem but reduce its influence on performance.
• Prevent strategies: Used to anticipate a problem in the future. Offer a strategy for making the potential situation better (i.e. to help with transition from a one-to-one situation to a small group or classroom).¹⁰

Factors that can impact the effectiveness of learning strategies

This module was developed based on the need identified by LBS practitioners who frequently asked - What instructional strategies are effective with adults with learning disabilities?

It can be a challenge to answer this question. This module will include numerous strategies and identify what strategies may address the various learning disabilities (visual, auditory, organizational). However, given the unique characteristics that each adult brings to literacy programs, finding an easy fix should not be expected. What works for one person may not necessarily work for another. Strategies should be seen as dynamic and ever changing. In addition, for learners with histories of failure, teaching learning strategies alone may not be enough to encourage them to persist and improve their skills. Adults' previous educational experiences and present emotional states can affect the effectiveness of the strategies and whether learners will even use them.