Use texts that support interest, age range- high interest/low reading age and hear student read discretely if necessary to gauge accessibility of texts - provide easier texts if necessary—shorter sentences, plenty of pictures, difficult words explained
Where necessary provide alternative means of accessing texts, eg listen to recording, pair with more able peer, role play, videos - not just reading
On board write large and clearly, change colours every new idea if possible (to help students find and follow ideas more easily)
When reading a large amount of texts, encourage students to use different coloured highlighters. One could be to highlight who, one for when, one for why etc. This then allows the student to find answers more easily and break down the text
Paired reading rather than whole class reading
Provide copies of notes rather than asking student to take notes—they may miss out key points or not be able to read back what they have written, limit written responses to key points only
Teach basic skills in context, using ‘learners’ own written work during the lesson
Mark ‘target’ spellings only – these might be key words / or high frequency words. Correct spellings of these selected words (focus on errors which are unintelligible or are very common words) Don’t correct every error (disheartening) and don’t ignore all errors (prevents progress) Allow time for students to check their spelling / ensure they can use spell check if they are on laptop
Encourage students to identify their own strategies, e.g. mnemonics, learning by doing, so that they become independent learners. Encourage learners to make visual representations of information, such as mind maps
Use alternative tasks to writing, e.g. charts, labelled diagrams, matching activities
Provide visual reminders of writing needs and routines eg . ! ______
Use technology to support the development of basic skills and as an alternative means of curriculum access, eg reader pens
Use cream paper or the colour paper the child has been assessed as being the most effective - this varies between pupils. Also for slides, PowerPoints etc; Avoid black text on white background.
Reduce homework to essential and manageable tasks. Write instructions for pupil.