Ensure instruction is sensitive to the information process (identify potential problems in information processing)

• Slow down the rate of speech and emphasize important points.
• Maintain eye contact in order to assess the level of comprehension, encourage participation, give and get feedback, and maintain attention.
• De-emphasize oral reading, as this may interfere with comprehension and may also embarrass the student. Use oral reading only for select purposes and in private.
• Help learners to prepare passages for oral reading in advance of the group instruction as this may help prevent failure and embarrassment. Choral reading may be helpful.
• Call on learners with learning disabilities only if they volunteer to participate when instruction takes place in small groups.
• Use colour, highlighters, enlargement of print, and underlining to strengthen visual input and enhance visual memory.

Provide instructional activities that facilitate good information processing

• Provide multiple opportunities for learners to respond, interact and participate with the practitioner and peers. The more active the learners, the greater the learning that is taking place.
• Use multi-media approaches such as audio-cassettes with text or video-tape to preview story lines of novels and supplement information from print.
• Encourage the use of compensatory strategies (e.g. tape recording sessions, directions, assignments, and discussions) as aids for those with memory deficits.