These lists are potential recommendations for weaknesses in the corresponding areas. These are meant to be used as a guide. Note: Not an exhaustive list.
Getting extended time for reading and writing
Getting extended time on tests, including standardized tests
Being seated near the teacher and away from noisy distractions
Having teachers make eye contact before giving instructions and check in frequently to make sure a Jade understands
Use of pictures, gestures and symbols to enhance spoken lessons
Use of a quiet work space to do independent work
Being provided with prepared classroom notes
Provide an environment rich in language and experiences
Frequent practice with and exposure to words
Vary reading purpose (leisure, information)
Work on vocabulary building
Use text talks
Include supportive modalities (visuals, gestures) to increase understanding of language used
Embed instruction within a meaningful context (relating words to learner experiences, increasing listening ability through game-like format)
Use vocabulary Cartoons (Burchers, 2000)
Use demonstrations to externalize the reasoning process
Use graphic organizers to arrange information in visual format
Use real objects and manipulatives to develop concepts
Teach metacognitive strategies (mnemonic that are memorable and that accurately represent the learning task)
Use analogies, similes, metaphors when presenting tasks
Cooperative learning and reciprocal teaching
Teach problem solving strategies to increase understanding (list of procedures or steps)
Provide repetition and review of concepts
Repeated practice with and review of newly presented information
Teach memory strategies (verbal rehearsal to support encoding, use of mnemonic devices)
Use multiple modalities when teaching new concepts (pair written with verbal information)
Limit the amount of new material to be learned; introduce new concepts gradually and with a lot of context
Be mindful of when new concepts are presented
Make associations between newly learned and prior information explicit
Use lists to facilitate recall (prompts)
Expand vocabulary to minimize impact of word retrieval deficits
Build in wait-time for student when fluency of retrieval is an issue
Use text previews to “prime” knowledge
Provide background knowledge first before asking a question to “prime” student for retrieval
Repeated practice
Speed drills
Online activities/games
Computer activities that require quick, simple decisions
Extended time
Reducing the quantity of work required (including homework)
Increasing “wait” times both after questions are asked and after response are given
Choral Repeated Reading
Use meaningful stimuli to assist with encoding and allow for experiential learning (learning while doing)
Provide opportunities for repeated practice and review
Provide supports (lecture notes, guided notes, study guides, written directions) to supplement oral instruction
Break down instructional steps for student
Provide visual support (time table) to support acquisition of basic math facts
Outline math procedures for student and provide procedural guides or flashcards for the student to use when approaching problems
Highlight important information within a word problem
Have student write all steps and show all work for math computations
Use writing programs or techniques that emphasize drafting first (Draft Builder)
Teach chunking strategies
Capitalize on students phonemic skills for decoding tasks
Teach orthographic strategies for decoding (word length, shape of word); use “cover, copy, compare” techniques
Provide oral explanation for visual concepts
Review spatial concepts and support comprehension through use of hands on activities and manipulatives (using models to demonstrate the moon’s orbital path)
Provide direct handwriting practice, Use graph paper to assist with number alignment, highlight margins during writing tasks
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