Reading & Writing Deficiencies in the Classroom
How have you successfully helped students that have reading and/or writing deficiencies in you classroom?
I have found that one on one discussions can help. Individual explanations and questioning can help re-inforce the topic that was covered. Sometimes a student needs a little bit more time to comprehend the subject matter. I feel that a one on one tutur can help with that process.
It is very important to serve all of our students. It's also helpful to ask if our schools provide any kind of learning services for students.
Ryan
I like to ask students if they had or have had accomadations for reading/writing deficiencies. I provide tutoring for all my students everyday. I will also find a private place for students who need the test read to them.
I do not ask them within the classroom. They normally bring up there papers for a learning deficiencies. Then I send them to the appropriate place when the time comes. I also tell them that if they have any questions to let me know. We all care about the students and what they learn. We all want them to be successful in life.
I agree that pre-testing is important. Unfortunately, some students' test results show that they need more remediation than can be accomplished in one remedial course. We simply cannot make up for a lifetime of learning deficiencies in one term. We can, however, encourage them to take an active role in identifying, understanding and addressing these deficiencies. It may be the case that a student has to address these problems in another setting, perhaps an adult basic education program or literacy tutoring, before they can successfully handle career education.
On the first day of class I start my SOP’s with the statement:
“Our school is committed to making reasonable, appropriate and effective accommodations and / or modifications in policies, practices or procedures where necessary for all students with disabilities. If you have questions about our school’s disabilities policy or to request accommodations under this policy, please contact XXXX in Student Services.”
I use this as a way to let my student’s with a reading and/or writing deficiencies to seek out help in obtaining an accommodation since we can’t ask them if they have any deficiencies.
I also use this opening statement as a means to inform my students of my disabilities (I’m a stroke survivor of eight years) and what accommodations I require to be able to teach and why I talk, walk, or why I only use one arm the way I do. I do this in a humorous way by saying “I’m an official member of the Webel Club. You know Webles wobble but they don’t fall down. And if you don’t want me to fall in your lap to please keep the aisles clear of your backpacks.” This seems to break the ice with my students who are challenged and they now feel comfortable coming up and asking for help.
I also mention in my SOP’s “An academic failure is not an option. Instructors are available both before and after class for individual help as necessary. Feel free to request an appointed time for additional help.” When I get a student with a low score I first have a talk with them to see if they are having a problem understanding the material or were they just having a bad day. If the scores continue to be low and the student is not seeking help I’ll contact Student Services to see if they could determine if this student needs an accommodation that will allow us to provide the necessary help He or She needs.
While this undoubtedly works well in some career paths, others, such as nursing, require that the practitioner be able to not only perform the task but initially read the orders/instructions and then document the procedure/results accurately. Without this ability, the individual is dangerous, at best. Sometimes remedial work is essential before further progress can be made.
I use terms they can relate to more down to earth short words. Writing deficiecies i explain to the students use easy words and relate words they know to write down.
Hi Michelle!
Do you think this occurs because you are dealing with on-line students or is your school just very proactive?
Good work!
Jane Davis
ED106 Facilitator
We're very fortunate in our Online system that students with special accomidations are identified for us as instructors so we can assist them from day 1.
Hi Peter!
I am not familiar with Fast Lane so I googled and found it to be a fairly sophisticated training tool by Cisco. Please provide more info on how this works for your students with reading/writing deficiencies.
Thanks and good work!
Jane Davis
ED106 Facilitator
"Fastlane" is our in-house tutoring center at the Institute we are Instructors at.
It is very difficult to do this because of the way that our curriculum is written and the lack of time and of written assignments. if I do have a student that shows interest in developing on their deficiencies, I will hve them read me a statement and then ask them to relate or summarize the statement so that I can clarify what the statement was intended to convey, and we can discuss how it was that they canme up with their understanding.
I have all the students read out loud to help me Identify these problems so I can help.
I use one on one after class or during class I break down terminology so they understand the concept or theory and I do not proceed until everyone gets it.I honestly have not had anyone as of yet not been able to write.I do not know how I will handle that one right now.
I had a student that was dislecik so i offered to work with him before and after class. he got through just fine .i the mad a point to have him inform his next instructor that he may require extra help. he appreciated my extra effort .
I find that working one on one with students outside the class room setting maybe on break or after class,will take pressure off them about having trouble reading help the read and understand the information.
Hi Aneurin!
You are absolutely correct in you approach. When student feel singled out or labeled, they shut down on us and learning stops.
Keep up the good work!
Jane Davis
ED106 Facilitator
using visual aids so the student can identify the component to the name, (visual identification) in relationship to word reconisation.
