| Engages in leisure
activities other than
reading; prefers more
active pursuits.
|
Discuss with learners why they have limited
interest. Find out about other interests and begin
introducing material that is related to their
interests. |
Listen to books on
tape or books on
computer disk. Use
scan and read
software. |
| Cannot easily use
materials like
newspapers and
classified ads to obtain
information. |
Demonstrate how the documents are organized.
Provide reading comprehension strategies such
as PASS, questioning and paraphrasing, and
provide a step-by-step process to search the
material in an organized manner. |
Use scan and read
software. |
| Does not attempt to
sound out words in
reading or does so
incorrectly. May read
words with syllables
backwards (was for saw;
net for ten) |
Introduce phonetic strategies such as word to
word matching, blending and overt word parts.
Build a list of words that are challenging to help
learners learn to self-monitor by watching for
reversals and self-correcting.
|
Use a Quicktionary
reading pen, use
larger print, allow
extra time, tape the
material and allow
reading along. |
| May encounter a newly
learned word in a text
and not recognize it
when it appears later in
that text. |
Before reading, pre-teach unfamiliar but
important words, during the reading have the
learners add new words to a list and after
reading have the 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. Have them build their own
dictionaries of new words. |
Use a Quicktionary
reading pen. |
| 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 confiden ce in oral
reading. |
Use scan and read software.
Allow for extra time on
assignments or tasks. Provide
verbal directions. Pair with
other learners who are
comfortable with reading and
have them read first, tape the
material and allow reading
along, use larger print,
encourage learners to use a
typoscope |
| Loses the meaning of
text, but understands
the same material
when it is read aloud.
- Visual processing
disabilities.
|
Have learners read the text or passage in a tape
recorder and then listen to the recording to
increase reading comprehension. Introduce
reading comprehension strategies for silent
reading. |
Highlight or colour code
important information on
handouts, go over all written
directions orally, allow for a
reader during testing
situations. Use scan and read
software. Allow and encourage
learners to read aloud so they
both see and hear the material. |
| 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. |
Ask for lecture notes or
outlines, have a note-taker, ask
for handouts prior to a
presentation so they follow
along while the person speaks. |
| 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 abilities to use the strategies
independently. |
Use cue cards that outline steps
to various comprehension and
decoding strategies. |
| Recognizes and uses
fewer words,
expressions, and
sentence structures
than peers. |
Before reading, pre-teach unfamiliar but important
words, during the reading have learners add new
words to lists and after reading have the 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. Have them
build their own dictionaries of new words. |
Access word prediction and
word completion software
programs. |