Overview

Introduction

Guide Focus

What are Learning Disabilities?

Role of Formal Assessment

LD Students in Your Composition Classroom

LD Students in a Writing Center Tutorial

Teacher Resources

An Introduction to Resources for Disabled Students

Annotated Bibliography

Relevant Web Sites


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Authors & Contributors

Appendix 9: Reading Strategies

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  1. Go through numerous articles and have the student decide which information is "focus" information (important for the point of the articles), and what is "framing" information (analogies, digressions, metaphor, example, etc).
  2. Encourage your student to keep notecards for each reading. On the notecard, she should include:
  3. - title, author, source and page numbers

    - selected quotes and page numbers that best illustrate the essay

    - the student's response to the reading

    Have the student bring the card to class or to the tutorial. She can use this card to refer to in class discussion, as well as a starting point for an essay. As a teacher or tutor, talk to the student about her quotes and how they illustrate the essay. Next, help the student see how these quotes and responses can be integrated into the construction of an essay.

  4. Have students read each text 3 times:
    1. the first time to find only factual information (who, what, when, where, etc.)
    2. the second read could be in response to reading questions
    3. the third read could be to generate ideas for a writing assignment
  1. You could help students with reading comprehension by giving them both "forward" and "backward" reading questions. The forward questions will help them focus their reading toward a certain purpose, and the backward questions allow students to review the text from various angles.
  2. Learning Strategies for Adults by Sandra Crux (94-97), offers some very useful suggestions for reading strategies:

a. the ConStruct Procedure:

b. the Multipass Procedure: this strategy is for students who are required to do a lot of reading.

c. PRPR

  1. When teaching students to respond to texts, break the steps up so that the student can follow these steps each time she faces a reading-to-writing type of assignment. One way to break this up is:

For what purpose was this written?

What is the main thing the author wants to get across to me?

What is the most important example in the text?