student may brainstorm and record ideas first, later "cut and paste" & organize

teacher may give tasks broken into step-by-step increments

teacher may assist student in ordering steps in a given process before embarking on it

teacher may provide student with an outline or chart that the student can then fill in

teacher may give the student a structured form (e.g. outline, map, chart) and then student may fill in specifics

teacher may present new information deductively i.e., state main idea first, then explain how details support concept

teacher may provide student with advance organizers

teacher may provide the student with a structured overview of the class

teacher may provide student with a note-taking outline or chart that the student can then fill in

teacher may provide student with advance organizers

student may use note-taking buddy

student may tape class lecture/discussion

teacher may repeat information and may pause before moving on to next fact/concept

teacher may ask student if she/he understood before moving on to next fact/concept

teacher may allow student extra time for processing (reading, writing, formulating and answer)

student may use the SQ3R approach to text study

student may use sequencing ability to structure time

student may use sequencing ability to organize tasks into a list of steps

teacher may encourage student to contribute insights to class discussions

teacher may encourage student to synthesize varied sources of information

teacher may present model to reinforce sequential instructions

teacher/student may list specifics first, then look for common denominator(s) in written work

teacher may allow student to work ahead in text

student may assist peer who has difficulty in this area