I break up the reading material into small pieces giving each student an opportunity to read just a little bit. We pause as a group and discuss if necessary any of the material.
Make sure students understand key words/phrases and the learning objectives for the day. This information can be explained verbally through PowerPoint with bulleted information.
I agree that having challenged students read allowed is not the best option. I've found that giving them examples of word definitions through visual pictures and practical application seems to stick.
It is very helpful when the student informs me that they have some difficulty in reading. I meet with the student before or after class to discuss what he is having difficulty with and we review it. I want the student to know that I care about his progress in my class and that I am there to help him succeed.
Help them understand the words that they are trying to understand. Give example of many of the idea that are being use in that modules. Use other forms of comunication to help them to understand. I teach at a cooking school and all our work will end up being a cooking technique. So I always give many examples of what we will be preparing each and every day.
the questio n i have is our curiculum involves a lot of French terms. what can be done when a student has reading chalanges in English and now has to learn a compleatly new vocabulary?
send them to a specialist
Seeing a text while hearing it read is an excellent reinforcer. I like Don Miller's tactic of having the test recorded for an MP3 player.
I'm a big fan of books on tape (or CDs, these days). We might also check with the reader services for the blind to see if the textbooks we're working with have been recorded. I think I'll encourage textbook publishers to consider making a recording option standard procedure. Such a tool would be a great help in other circumstances, like commuters, parents of small children, people with mechanical jobs, etc. That could mitigate the always-present challenge to find time to get the assigned material read.
Some of the ways one can help students with reading deficiencies is to place emphasis on the key points of the class presentation. By emphasizing these key points and combining the lecture with a hands-on exercise (if possible), the reading challenged student will have a greater chance of retaining, and learning the material. Presentation should be slowed down and the instructor implement a few more pauses to allow the new material to be digested.
hi Joseph!
So in other words, you are suggesting expose them to other ways of learning information. Great approach.
Good job!
Jane Davis
ED106 Facilitator
I find that the guilt of illiteracy can be asuaged considerably by pairing those who cannot read with those who can. This enhances the self esteem of both parties, makes the illiterate student feel good about herself and permits a mood of equality to settle over the learning environment.
When available and feasible, use more application instead of reading work such as off-sites, guest lecturers, etc.
I found that having a student read aloud who has reading problems is embarassed that he can't read
I would never single someone out with a learning challenge. Help them independantly as much as possible without taking away from the rest of the class. Even 30 minutes before class starts if the student can come early is a very effective tool.
reading out loud can help, but you should be aware of your environment. If a student has trouble with reading, will they be willing to read aloud infront of the class. This will work only if the class room setting permits, you may have a shy student that gets worse. =[
When they have difficulty reading/pronouncing words I break it down with them and make sure they say it correctly before moving on. If they ask me what a word means in a sentence I have them look it up and then we discuss the meaning. I also give them an online resource that speaks the words outloud so that they can practice privately.
Greetings Sean!
I know this is a techniques that is often used. I am curious how you make this work in a classroom or is this done at another time in another location? Because of confidentiality, I know that instructors don't broadcast that a classmate has a learning disability, so how do we help other students in the class not feel like we are showing favoritism?
As I look at adult students with disabilities, I realize that this is not an easy issue for instructors/facilitators to address.
Good job!
Jane Davis
ED106 Facilitator
I sometimes have students that need their tests read to them because it makes more sense to hear the questions than to try and read them.
That's a great technique, Cheryl, but what happens when your students have trouble doing even that? Many of mine haven't a clue about how to tell which is a prepositional phrase. Do you have any ways to help such learners?
Calling on weak readers to read aloud does give them practice, but I've found that the other students get frustrated when the reader stumbles over most of the words or says them wrong. In fact, the rest of the class may start correcting the one trying to read and I'm sure that gets embarrassing for the reader. But I don't want to avoid giving each student an opportunity to read aloud. Any suggestions about dealing with this situation? Thanks.
