• Second, practitioners need to help adults understand the basic framework of text and how it is organized, by using structures such as story grammar (setting, main character, major problem, character clues, attempts, resolution, conclusion, and theme). This will help adults to understand the difference between relevant and irrelevant information.
• Third, practitioners need to continually model and generalize how the above reading comprehension strategies can be applied to various reading materials and situations. Research has shown that even when adults learn various comprehension strategies they don't automatically know how to apply them to a situation that involves reading.²⁹

Writing

Writing can cover a large number of skills and concepts from mechanics to structure. Many adults with learning disabilities experience difficulties with their spelling, grammar, vocabulary and the ability to pull their ideas together cohesively. Research continually emphasizes that the most successful intervention is using a basic framework for writing that includes three phases: planning, writing and revising. Within each phase there are a number of strategies to assist with each area. The types of strategies that are used will depend on the individual learner's needs. Inherent in teaching the framework is the use of modeling, frequent feedback, and teaching scaffolds. In addition to focusing on the writing framework, practitioners will need to emphasize through modeling and demonstrating that different types of writing require different organization and context.

Not unlike reading, it is critical to provide explicit examples and demonstrations on how the writing process can be generalized to other writing tasks. Research done with children also suggests that teaching skills, such as spelling and punctuation, in conjunction with the writing processing skills has proven to be beneficial.³⁰