Students with reading problems have deficiencies and skill weaknesses affecting their ability to make sense of print. Ascertain specific areas of concern by formal or informal assessment and enlist support or refer student to reading programs.
Add a word bank to enhance vocabulary.
Highlight or underline key words.
Shorten assignments or tasks.
Consider font size and style – avoid serifs.
Provide audio or video recordings from a peer.
Paired reading strategies – more able readers assist strugglers.
Present written instructions or test questions orally.
Use prediction prior to reading.
Rephrase after paragraphs.
Focus on topic sentences.
Use visuals, captions and subheadings.
Encourage use of synonyms and glossaries.
Provide extra time or allocate a student ‘reader’ during testing.
Formal assessment may be available through the school’s Learning Support Team.
Informal assessment includes observation and simplified running records.
Read test questions to student.
Don’t put student ‘on the spot’ to read in front of peers.
Remind student to wear glasses if prescribed.
Seat weaker readers close to teacher and/or SLSO support.
Group work: allocate readers and scribes.
Use echo reading or simultaneous reading to encourage fluency and understanding.
Peers can be used to read instructions to each other.
Peer mentoring and assistance.
Included word banks, glossaries and highlighted key terms?
Provided audio recordings and technological supports?
Incorporated visuals, graphics and illustrations in written work?
Arranged for special provisions in assessment tasks – reader, extra time, separate supervision?
Established a peer mentoring program or provided SLSO assistance?