| Reads slowly and labouriously,
if at all. Words may be skipped;
endings can be left off and there
are frequent repetitions. May
refuse to read orally. |
Work on fluency and use a variety of cueing
strategies such as background knowledge,
pictures, meaning, structure/grammar and
sound/symbol correspondence. Build on word
identification and overt word parts strategies.
Offer to read together to build confidence in oral
reading. |
| Loses the meaning of text, but
understands the same material
when it is read aloud. - Visual
processing disabilities |
Have them read the text or passage in a tape
recorder and then listen to increase reading
comprehension. Introduce reading
comprehension strategies for silent reading. |
| Does not understand the text
when it is read to him/her
(auditory disability). |
Provide a copy of the material so they can follow
along - help them recognize this disability and
encourage them to review chapters prior to
lessons if in a classroom format or if they plan to
access further education/training. |
| When prompted to do so, does
not describe strategies used to
assist with decoding and
comprehension of text. |
Introduce the concept of strategies. Teach
reading and decoding strategies and work with
learners to build their ability to use the strategies
independently. |
| Recognizes and uses few er
words, expressions, and
sentence structures than peers. |
Before reading, pre-teach unfamiliar but
important words, during the reading have
learners add new words to a list and after
reading have learners review the words and use
their own words to explain the meaning. Use
word-building strategies to teach prefixes,
suffixes and combining words. Use the illustrate
and associate strategy for synonyms, antonyms,
and analogies. Build personal dictionaries. |