Difficulty...
Develop and/or compensate
for difficulty with: |
| Reading-Comprehension |
| |
student may learn
a structured text study strategy such as SQ3R
|
| |
teacher may preview
nightly reading assignments in class
|
| |
teacher may develop
the student's questioning skills |
| |
student may learn
how to summarize reading |
| |
student may learn
and practice paraphrasing |
| |
teacher may encourage
student to read independently for pleasure |
| |
teacher may use
drama and/or movement to illustrate text/concepts |
| |
student may learn
how to notate text |
| |
student may learn
how to highlight in text |
| |
student may be enrolled
in Reading Lab |
| |
student may use
taped texts |
| |
student may be given
the option of modified testing (extended time, oral) |
| |
teacher may use
the dialogue journal with the student |
| |
teacher may provide
student with advance organizers |
| |
teacher may pre-teach
vocabulary |
| Reading-Decoding |
| |
student may learn
a structured text study strategy such as SQ3R
|
| |
teacher may preview
nightly reading assignments in class
|
| |
teacher may use
drama and/or movement to illustrate text/concepts
|
| |
student may be
enrolled in Reading Lab
|
| |
student may use
taped texts
|
| |
student may be
given the option of modified testing (extended
time, oral)
|
| |
teacher may provide
student with advance organizers
|
| |
student may be paired
with a peer who is strong in this area for in-class
reading assignments |
| |
teacher may pre-teach
vocabulary |
| |
teacher may ascertain
that student can correctly associate the written
word(s) with the correct oral pronunciation of terms,
names etc. |
| Reading-Speed |
| |
student may learn
a structured text study strategy such as SQ3R
|
| |
teacher may preview
nightly reading assignments in class
|
| |
teacher may use
drama and/or movement to illustrate text/concepts |
| |
student may be
enrolled in Reading Lab
|
| |
student may use
taped texts |
| |
student may be given
the option of modified testing (extended time, oral) |
| |
teacher may provide
student with advance organizers
|
| |
student may self-time
reading, striving to incrementally increase rate
|
| Top
of Page | Strengths |
