I had students read out loud and it was at that time I found out who had difficulty reading. I helped the students learn phonetics and during which time they continued to read out loud before their classmates. I made them feel comfortable during the process. Other students were encouraged to be patient during the readings. The students enjoyed improving their reading skills.
I have my students read aloud. The readers who have problems I help before or after class. When they write papers for me I try tell them to read their paper outloud to someone even to me and then have that person help correct certain sentences that need corrected. I have one student right now who can't read. It can become quite frustrating.
I have asked students with reading deficiencies to reread the information discussed in today’s lecture and develop a one-minute speech to be delivered the next day. The speech must include terminology, how they have experienced the application and how they will apply the terminology and application in their successful career.
Hi Jennifer!
It is very exciting to hear an instructor trying to support every students needs. We all know that time is very limited so I applaud you for your efforts. Do you have additional ideas for working with other types of challenged students?
Keep up the good work!
Jane Davis
ED106 Facilitator
Reading aloud helps but we also have given oral tests with those students that have dyslexia because they had such poor scores when the took the written test. Orally they explained the procedure and proved that they did understand the content. So we must make sure that we give these students the opportunity to show that they do know the content.
By assigning small and specific content driven reading assignments I can help these students not feel overwhelmed by the textbook and where to begin and what content they should be focusing on.
Assigning the class to read a short passage and then talk about the reading often assists readers with deficiencies. Often you should give the class questions to look for before they begin to read. This will help the entire class as well as those student who have difficulty reading. Give the readers the general summary of the reading before hand and allow them to determine more specific information and ideas from the reading. These are just a few ways.
Speaking from experience, I struggled tremendously with my dyslexia through education. Helping them organize notes is very important, and makeing sure they are comprehending the information. Breaking the text down into index cards is also helpful.
It is helpfuling to give them visual cues are tell a story the explains the concept. Find out if the student knows the correct American English use of the specific new words or concepts that you are trying to get across.
Hi Jay!
Great question that I feel certain most "instructors" have the same concern.
I'm not convinced that in most cases that we are equipped to identify and/or deal with learning disabilities - challenges maybe - but not disabilities.
I have the belief that the best way is the direct way. Once you have noticed that a student may have some challenges you might asked to make an appointment with them and "gently" ask them about a particular incident that you observed. Then tell them that you are there to help in anyway that you can - if they want your help. It is important to gain additional insight about students and that might be done by asking a previous instructor who had the student. However, you do have to be VERY careful about confidentiality.
I'm not sure there is a best answer. Feeling our way around and getting to know the student a little better should open doors.
I hope this helps!?!?
Good luck and keep up the good work!
Jane Davis
ED106 Facilitator
I have a few students who I suspect may have latent learning disabilities. How can I tell between poor study skills and higher-level difficulties? Do you have any suggestions on how I might broach this subject with the students?
thanks
Jay Kindschi, DC
I find that if I give them an article or something away from the course material to read, they start to read better. I don't have them read in class as it can be embarrassing to them and the other students. Reading at home and then telling the instructor about what they learned is a much better technique.
Having the students read out loud is another way to help them. This really seems to work.
Read as a group, or go over the readings as a class. It helps to talk about what you have read.
I have found that asking students to read out loud is very intimidating and stressfull. When I do ask students to read out loud, I will stand behind them an read along with them and whisper to them the words for which they may stumble on. Or I might ask a group of students to read all together and watch specifically the student whom has difficulties with reading, I will stand next to them and help them with what ever words they don't know. I have found that by doing the above, I am helping the students with out embarrassing them in front of their peers. Most of the time their peers know from previous classes who has a problem with reading and they also help assist their peers with out making them feel incompetent. I have been lucky to have had supportive students and classes.
As a IT instructor, I don't see many students with reading deficiencies. However, if I do identify a student that has problems I would like to know the best tactic to deal with this both in class and on the personal level with the student. Thanks.
We are fortunate to have a tutoring center in our school, so I recommend students use it.
make notes on the words that previos classes struggle with and focus on them. Make a list as you go
The most reliable way that I have found is to give the assignments in smaller segments with enough time in between for discussion and review. When our adult learners are rushed they often become frustrated and even if they have time read assignments betweeen work and family life they don't seem comprehend and retain the information. Thorough class review of ereading assignments can give clues as to wheather or not assignments are understood.
Greetings Joannie!
I am currently working with a young woman who has several challenges. So numerous - in fact - that her life ia often unmanageable. But the one thing that does work for her is continuity and using some type of planning tool where she can routinely manage her activities. She requires a significant amount of structure.
So - having said all that - moving from one instructor to the next who can often have an entirely different approach - she struggles. In strickest confidence, I believe that we need to let her next instructors know her challenges up front as this young woman will never be successful without all instuctors having similar (at a minimum) or same structure for her.
Keep up the good work!
Jane Davis
ED106 Facilitator
