Characteristics
 Difficulty identifying words
and their meanings
 Difficulty processing
sentence structure
 Difficulty extending the
meaning of words
(association)
 Difficulty processing the
density of the content of
messages
 Limited vocabulary
Stop & Jot:
Based on the characteristics,
which students come to mind?
How does it manifest in the
classroom?
Classroom Strategies
 Difficulty retaining new
information

Use pictures, flash cards, and repetitions
emphasizing important words by increasing
volume of voice to highlight important words.

Rehearse and continue to practice skills from
previous lessons.

Pre-teach vocabulary and concepts.

Categorize words/concepts based on relationships.

Chunk lesson content; summarize after each
chunk.

Use mnemonic phrase to help students remember
key information.
How does it manifest in the
classroom?
Classroom Strategies
 Unable to follow directions

Give step-by-step instructions.

Use shortened commands.

Clarify and check for understanding.

Use repetition.

Use visuals of directions to which
students may refer as needed.

Give students freedom to walk up to the
board and copy them down.
How does it manifest in the
classroom?
Classroom Strategies
 Difficulty answering
questions

When reading stories, provide pictures and
put emphasis on important words.

Read questions before reading the text.

Use marginal notes.

Clarify what questions are being asked.

Highlight or underline key points.

Use tiered questions that lead to more
complex questions.

Scaffold student response.
How does it manifest in the
classroom?
Classroom Strategies

Unable to perform
classroom tasks, such as
writing to dictation or
taking notes

Chart important information.

Count words in the sentence before writing.

Dictate in short phrases.

Use cloze activities or sentence frames.

Utilize Powerpoint/Keynote presentations and provide a copy
of slides, teacher’s notes, or notes from other students.

Assign a note-taking buddy.

Teach key vocabulary.

Have students brainstorm by drawing or sketching. Then ask
them to label it before writing.

Use visual supports, such as pictures or diagrams.
How does it manifest in the
classroom?
Classroom Strategies
 Poor analysis of texts
requiring inferential
reasoning, cause and effect,
and predicting logical
outcomes

Use charting and graphic organizers (e.g., What
information is given? What do I know from
experience? What are my deductions, predictions,
and inferences?).

Scaffold processes through teacher think-alouds or
student modeling.

Relate new information to personal experiences.

Use more pictures.

Emphasize use of picture cues with text.

Picture walk through new book or text prior to
reading.
How does it manifest in the
classroom?
Classroom Strategies
 Limited vocabulary; unable
to identify relationships
between words

Use Compare and Contrast activities.

Use Frayer Model for critical concept vocabulary
(definition, characteristics, examples, and nonexamples).

Use Venn Diagrams and graphic organizers.

Work on categorizing activities or games.

Build picture dictionaries or personal word books.

Use visual or kinesthetic prompts for new vocabulary.

Act it out and map it (synonym, antonym,
illustration/charade and sentence).

Build on word parts (root words, prefixes, and suffixes).
Turn & Talk:
* Which strategies have you tried
and found successful?
* Name a new strategy that
you’d like to try on!