The practitioner continues this process to ensure the group understands what was learned.
During the group activities, the learners identify other words with prefixes such as illegal and words with the prefix dis. The practitioner gives positive feedback on this discovery and identifies that there are other prefixes that the group will work on throughout the week.

Independent practice

With the time remaining, each individual learner is given a list of words that have a combination of the prefixes learned today (un, re, in) and new ones such as il, dis, and im. The learners are asked to begin to highlight the prefix and attempt to match the meanings. This will be explored tomorrow along with looking at further reading passages to help decode by looking at the prefix and root word.

Additional strategies that may be built into the process to meet the individual needs:

• Develop cue cards with the prefix and the meaning.
• Provide manipulative tools such as cards with root words and prefixes for the learners to use instead of a work sheet for their independent practice.
• Encourage learners to write words they come across in their reading that have a prefix in their journals (reinforces spelling, as well as comprehension).
• Develop picture clues for the prefix meaning.

Information Processing Model

This theory offers a useful framework that represents the multi-faceted processes involved in learning information and thinking skills. Information-processing theory is particularly useful when working with individuals with learning disabilities because it helps practitioners think about how information can most clearly and explicitly be presented, so that learners are actively and appropriately involved in the learning process.²⁶