- 1). Teach phonics skills in the context of whole words, not in isolation. Explicit instruction requires that teachers introduce separately such beginning reading skills as letter-naming and initial sounds. However, the Brookes Newsletter suggests that these skills be implicitly taught while exposing struggling readers to different kinds of texts. For example, sit down with a child and look at a book that he chooses. Point to letters and have the student name them. Point to pictures in the book and ask what sound he hears at the beginning of the word.
- 2). Conduct interventions using methods tailored to students' learning style based on their disability. Once you observe and assess, group your students according to their targeted skills. Use manipulatives such as letter tiles, alphabet cards and literacy puzzles to reinforce phonics skills. Place no more than three students in these groups so each child will get adequate attention. Interventions should be conducted at least three times a week for 10 or 15 minutes.
- 3). Accommodate students' weaknesses. Struggling readers need to hear it, see it, say it and write it before they can learn it, according to New Horizons For Learning, non-profit educational organization. Use differentiated instruction that includes materials for visual, kinesthetic or audible learners. Set up a listening center in which students can listen to books on CD. Get students who like to draw to retell a story with pictures. Pair students who have attention deficits with a reading partner to help keep them on track.
- 4). Provide frequent exposure to texts to improve fluency. Students with disabilities may not read as soon as their peers, but they can still enjoy books. Maintain a classroom library with leveled texts so they can read a book without frustration. Books with repetitive texts and picture clues are effective for practicing expression and accuracy.
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