Instructional approaches for reading, writing and mathematics

In Module 3, various reading, writing and math learning strategies were covered. It is not the intention of this module to repeat this information, but to emphasize the critical areas that need to be addressed when teaching these subject areas. In this section, key factors will be highlighted for each content area, and instructional tips and potential instructional models will be provided.

Reading

As identified throughout the modules, adults with learning disabilities often have difficulty with reading comprehension. Depending on adults' disabilities, their comprehension may improve when they read the information via their strength i.e. adults with visual learning disabilities would most likely comprehend a passage better when they hear it versus when they read it. However research has shown that the main challenge experienced by people with learning disabilities is the lack of understanding for the importance of self-monitoring strategies, such as rereading a text when one doesn't understand the meaning. This form of self-monitoring is inherent for many of us, but not for people with learning disabilities. In addition to these challenges adults often have difficulty processing the difference between relevant and irrelevant material.

Now that it is known why adults have difficulties, the next question is "How can they be helped with these challenge areas?"

• First we need to instruct, model and generalize various self-monitoring strategies such as paraphrasing, questioning and rereading.