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Adapted from:
http://publications.gov.sk.ca/documents/11/40207-Reading-Difficulties-Disabilities.pdf
This table is created as per the multiple intelligences strength of Maha and according to this,
the teacher can create a specific Individualised Education Program plan and intervention
strategies to help Maha overcome her struggles in reading and writing.
Multiple Intelligences used to create Maha’s Lesson Plan and an IEP Plan
Language: Student has Create a student • Engage the student in imaginative play
Communication difficulty: language profile using language.
and Information expressing Listen to your • Teach songs, chants, rhymes, and poems.
Processing. him/herself students talk • Engage students in language experience
orally and/or and keep stories.
demonstrating anecdotal • Sharing time and daily news.
understanding records of how • Felt board stories.
of spoken the student
language and/or processes
written text. information
when engaged
in
communication.
Vocabulary Student cannot Create a student • Teach students to play with words–
(lexical and bring meaning profile with combine parts of words to form new words
semantic cues to words or text examples of • Multiple exposure to words and repeated
and he/she has read. “use of words” • reading experiences (messages, word walls,
conventions). Student has not Examine lists).
developed a student-made • Multiple exposure to words in a variety of
store of words maps and webs contexts.
that he/she for evidence of • Teach oral and written vocabulary and link
recognizes and understanding. • them to prior learnings.
understands Present • Teach strategies on how to approach new
automatically incomplete words.
graphic • Incorporate sensory modalities.
organizers and • Teach words in the context of a selection
have students or unit.
complete them • Draw relationships between new and
as evidence of known words.
word • Teach students how to use contextual clues
knowledge. • to gain meaning.
Examine and • Teach students how to use reference
record resources such as dictionaries.
vocabulary used
by students
during a
brainstorming
activity. •
Miscue
analysis/running
records.
• Quick writing.
Writing Skills Areas of Assessment for Instructional Strategies
Concern Instruction
Place a check mark next to each element the child includes in her or his retelling. Note the
extent to which the retelling was “Assisted”. Add anecdotal comments as soon as the child
returns to another activity.
Setting
• Tells where the story begins, or makes a statement about time and place.
________________
Characters
• Names the characters at some point in the retelling. (Include one check mark for each
character that was included). ________________
• Describes some characteristic/s of the characters (e.g., personalities, appearance).
(Include one check mark for each characteristic mentioned). ________________
Episodes
• Describes the main events or episodes in the story. (Include one check mark for each
event). ________________
Sequence
• Retells the story in the correct order from beginning to end. (Include three check marks if
all episodes were told in order; two check marks if most were in order; one check mark if
some attention was paid to the order). ________________
Book Language
• Uses some of the author’s language in the retelling.
• begins with a story phrase like Once upon a time
• uses descriptive words the author used such as, enormous
• uses phrases or repetitions from the book (e.g., “Not I”, said the ____).
________________
Group work is a massive element in any learning environment and students feel more
comfortable to learn and share with one another than the interaction with the teacher. Hence,
we encourage Maha’s teacher to place her with one of her classmates to help her with the
reading activity. Below is a sample reading activity checklist that is designed to be in pairs or
groups. And other learners can help Maha, to focus on elements she does not usually focus on
due to her disability. We think this activity would be very useful and yet extremely effective in
Maha’s case.
What happened in the story? What picture or charts went with the
information in the text?
Why did these things happen? Reread the most important part.
How did things turn out? Did the author have an opinion about the
topic? If yes, what was his/her opinion?
How was this story similar or different to How could the text be arranged differently?
other stories you have read?
Intervention Strategies to specific Reading and Writing Difficulties
English (Reading)
Introduction
Reading is a prerequisite for the acquisition of a great many declarative (knowledge: what,
who), procedural (skills: how) and conditional (attitudes: when and why) competencies. For
example, reading environmental print makes it possible to be informed about rules that are
pervasive in our society and indispensable for proper functioning in everyday life. This part,
the first one in the section on the remedial field, was produced to help teachers identify learning
problems related to reading in English, but also to suggest to them avenues for intervention. It
is also aimed at helping them develop a systematic, rigorous approach to the obstacles that arise
in learning situations.
Diagnosis
✓ Explain the basic importance of vocabulary and concepts such as enriching one's thoughts
and understanding of experiences.
✓ Check, in the case of immigrant adults, if the problem is not the result of lack of English
vocabulary.
✓ Do exercises to enlarge vocabulary: discuss a movie, talk about current events, play word
games, do crossword puzzles or make a collection of new words. — Strongly encourage
dictionary use. Show that this tool can be fun as well as useful.
✓ Help the adult enrich his or her vocabulary around a certain theme: health, leisure,
learning, etc. — Repeat a new word several times by using it in different contexts.
✓ Ask the adult to imagine a landscape and describe it with as many details as possible. —
Ask the adult to imagine and recount how the beginning of a story would continue.
✓ Encourage the adult to make lists of synonyms, antonyms and homonyms.
✓ Ask if the adult knows similar words (in the same family).
✓ Ask the adult to read a whole paragraph and find the meaning.
✓ Ask the adult to identify the root of a word and look up what it means. Repeat the same
exercise with prefixes and suffixes.
Diagnosis
The adult has difficulties with certain sounds (confuses, adds, inverts, omits, substitutes or
repeats certain ones).
Introduction
Writing gives access to a key form of expression. Making it easier to learn how to write is
therefore an extremely laudable goal. It was with this intention that this part was produced,
especially since mastery of writing often poses a difficult challenge for those registered in
literacy programs, as well as for others. In light of the foregoing, this part offers teachers
strategies that will help them increase awareness among adult learners with regard to writing,
familiarizing them with writing, and encouraging them to write.
Diagnosis
The adult cannot write a text of a few sentences when writing freely or from dictation.
Diagnosis
✓ Work on grammatical analysis, making sure that the rules of grammar are understood.
✓ Encourage the adult learner to discover grammar rules on his or her own. For example,
ask the adult to explain the differences between "an apple" and "the apple," "she goes"
and "they go," "she goes" and "she went" and "she is going."
✓ Present the grammatical concepts in concrete ways. Associate them with everyday
situations.
✓ Teach the adult learners to ask themselves questions about the relationships among
words as they are writing. If necessary, ask the adults to indicate these relationships on
the sheet, for example, with arrows. They can also ask themselves the questions in the
self-correction grid constructed in accordance with their individual difficulties.
✓ As with for all other difficulties, encourage the adult to use the reference tools available.
✓ Suggest that the adults read out loud.
✓ Ask the adult learners to summarize the rules that cause them problems, to write them
down in their notebooks and illustrate them with examples.