his area is so important especcially when you teach adults about laws pertaining to their trade
Hi Deanna!
What do you mean by "start at a slower pace"? How do you do that in a class of students who have different learning styles and learn at different paces?
Thanks for considering my questions.
Keep up the good work!
Jane Davis
ED106 Facilitator
Have them read in groups or have them practice reading out loud.
Certainly, extra time needs to be spent with these invididuals.I think the following would be helpful:
1. Some basic assessment of what comprehension level is possessed by the individual
2. Presenting material to individual in a relaxed, nonhurried manner.
3. Providing concrete examples for the individual
4. Encouraging student to ask when they do not understand.
Earnest J. Kendall Associate/Instructor
Go over reading assignments in class.
This one I'm really sympathetic to since I had severe dyslexia and only learned to read after years of one-on-one therapy. So patience, kindness, and small projects that build to bigger ones are some ways. Unfortunately I'm neither a reading therapist nor are my classes set up for that, so part of what I have to do is try to get them to more help. Otherwise I will listen to their issues, share my own story, and help guild them to basic materials to read. Trying to steer them to improve their writing and encouraging practice, would be part of the mix. But unfortunately this sort of thing often isn't caught early enough. It should be.
I try to use a lot of visual resources and focus more on the visual the same as I would with a visual learner.
Hi Laura!
I don't think that we should assume anything about students. I do think that many students have reading challenges but I think they haven't had to read. So many of today's students are from the technology world where so much is visual stimulation. Reading has lost it appeal.
Have you tried peer review/grading? Have you required students to make corrections to their papers based on your comments? The corrections are important because they affect their grade. Just a few thoughts.
Good luck and keep up the good work!
Jane Davis
ED106 facilitator
As simple as it sounds, I literally have students read aloud in class at various intervals. I prepare them by anticipating (which I openly share) the kinds of problems that we will no doubt incur in this process--and no one is immune, not even the instructor.
Some problems that I tell them I expect are mispronunciations, omitting words on the page, adding words that are not on the page, running through periods or end-punctuation without pausing, etc.
This exercise solidifies in their minds (I hope) that reading is a discipline, and like anything else in life, can only be improved upon by practice....As expected, students make fewer and fewer reading errors as the class progresses...
With students who have reading difficulties, I try to read along with them and offer alternatives for the words I know will give troubles. Typically the reading difficulties in my classes are due to the student speaking another language, trying to learn and comprehend english while also trying to learn, comprehend, and keep up with class all at the same time is a big task. Anything I can do to make it easier, I try to do it.
I will try to break a subject down to its simplest form of words along with the use of graphics.I will also send students to our learning resource center for additional tutoring.
I frequently write key points on the board as well as verbaly repeat key points while giving examples of how they may be applied. This gives them several ways to obsorb the information and hopefully grasp the concept as well as learn to recognize the written terms.
Should we assume that not many read? Even if they have the ability, I find that many of my students do not do homework. I have resorted to giving homework grades often; I do not read it but look for something written. I am already overwhelmed with grading as I teach English Composition. When I have large classes, it is very difficult to keep up with individuals. I am looking for an easier way to grade compositions. I spend a lot of time on them and do not always believe that students look at my comments to learn. This is my biggest frustration. PLEASE LET ME KNOW WHAT I CAN DO. Perhaps this is not the forum; please direct me to the correct one!
Hi Moti!
I also recommend that students use the dictionary when necessary for those words for which they don't know the meaning.
Keep a "word journal" as a reminder of the more difficult words.
Use highlighters and different colored paper for tracking word and sentence meanings.
Flashcards are always a good tool. Actually, the instructor could either post or handout words related to the days topic of study.
Good job!
Jane Davis
ED106 Facilitator
I am an instructor with a severe visual impairment, so I often ask students to read out loud in class. I notice that many of the students have trouble not just with the technical terms involved, but with a surprising amount of simple English words. I correct them--trying to do so without embarrassing them. I hope this in-class reading process helps to some extent in developing their reading and comprehension skills.
Make sure they have help!
I do not have any student with reading challenge however if such student will be part of my class I think I would break down the work for this individual, maybe read for him/her if needed.
I tell them to chunk it up. Take the readings in small bits. Evaluate what was said before moving on.
Sit with them, provide examples in their language and in English (if ELL). If they are struggling with reading in general, the more exposure, the better. Help them to pronounce the words and to see the word in other sentences to become familiar with what the words look like and how they are used.
