Instructional Strategies for
Volunteer Tutoring:
A Module for Tutor Training
Trainer Packet
Mary Dunn Siedow and Nancy Frazier
with
North Carolina Literacy Association Learning Disabilities
Training and Dissemination Project Partners
North Carolina Literacy Resource Center
North Carolina Community College System
2001
Instructional Strategies for Volunteer Tutoring:
Suggested Activities for Tutor Training
Mary Dunn Siedow
North Carolina Literacy Resource Center, North Carolina Community College System
Nancy Frazier
Beans and Bread Learning Center
and
Learning Disabilities Training and Dissemination Project Partners
Fall 2001
This module and activity packet are designed to introduce strategies for teaching reading,
writing, spelling and mathematics to volunteer tutors. As a framework, the module provides
optional activities for practicing the strategies. Trainers should feel free to mix and match the
activities as needed to complement and support existing tutor training.
The strategies are compiled from multiple sources and reflect years of professional experience.
Many of the strategies are supported by research in reading, writing, and mathematics. Other
strategies are the result of common sense approaches to instruction. While designed for teaching
students of varying abilities, the strategies are especially useful for teaching students who
experience difficulty with learning.
Participants in this training may be new volunteer tutors involved in basic literacy training. They
may also be seasoned tutors participating in an in-service training session.
Module Contents
Included in the Instructional Strategies for Volunteer Tutoring module are the following:



Training Script
Overhead Transparencies and Masters
Master for Booklet, Instructional Strategies for Volunteer Tutoring: Using Familiar
Strategies for Learning Disability-friendly Instruction
The booklet, Instructional Strategies for Volunteer Tutoring, begins with an overview of basic
reading, writing and mathematics instructional formats. The remainder provides descriptions of
instructional strategies grouped into the following areas: reading, writing, spelling, handwriting,
and mathematics. It is recommended that the strategies be kept together as a booklet. Duplicate
and distribute the package in its entirety, even if training touches only on some of the strategies.
The reading section includes a description of the Directed Reading Activity, a time-honored
basic reading lesson format. The writing section includes a variation on the basic writing process
format. The mathematics section contains steps for solving problems. Each of these sections can
be used as-is to teach the basic strategy format. They can also be expanded to teach the formats if
they are not included in an organization’s training.
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Objectives
By participating in these strategies, trainers and volunteer tutors should:



Gain an understanding of the processes of reading, writing, and mathematics.
Become familiar with a variety of instructional strategies for teaching reading, writing,
spelling, handwriting, and mathematics.
Appreciate the need for effective instructional strategies in working with adults who have
difficulty learning.
In order to ensure that the objectives are met, trainers should be prepared to do the following:




Select strategies likely to be useful to tutors and students.
Demonstrate strategies during training using “real text.”
Analyze the strategies after demonstrations so tutors can see how the strategies are
intended to work.
Project, with tutors, how the strategies can be used with students.
Materials Needed



Flip chart or white board and markers
Overhead projector and markers
Participant handouts
Training Script
What follows are scripts for introducing the strategies.
Contact Information
North Carolina Literacy Resource Center
North Carolina Community College System
800-553-9759
Learning Disabilities Training and Dissemination Project
The information in this publication is based upon work supported by the National Institute for Literacy (NIFL) to ProLiteracy America, the U.S.
Division of ProLiteracy Worldwide. The information that it contains is based upon work supported by NIFL under Grant No. X257 B70003. Any
opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the
values of the NIFL.
The contents of this document are not official statements of ProLiteracy Worldwide. Legal information is included as examples and must be
reviewed by qualified legal counsel for compliance and applicable federal and state laws.
-2-
Part 1: Introduction to Instructional Strategies
This section introduces strategies for teaching reading, writing, and mathematics.
Tell participants about the importance of knowing a variety of useful strategies. This training
should help tutors to vary their instructional techniques based on the needs of their students. It
will also help them to be able to teach strategies to students for their own use.
Exploring Adult Learning Processes
Time Materials
Directions and Talking Points
20
min
Collect information about how participants learn:
Flip chart




Overhead
OH-1
Booklet
p. 3
Ask participants what they do when they read.
Take notes on flip chart paper. Title the notes,
Reading, Writing, and Mathematics.
Without completely leading the responses,
encourage participants to share more than the
simple “well I just do it” kinds of responses.
Post the flip chart pages for viewing.
Introduce adult learning processes:






Show overhead, and direct participants’
attention to their handout. (Note: the overhead
includes only headings, the handout contains
expanded information.)
Point out parallels in reading, writing, and
mathematics processes.
Ask how the information on the posted flip
chart pages is like the processes outlined on
the overhead.
Point out that adults really do use processes to
learn (as can be seen on the overhead).
Point out also that the processes—when
stripped to their elements as on the overhead—
are all critical thinking processes.
Note the importance of preparation in each of
the processes. Student success depends on
tutor preparation. The more prepared tutors
are for reading, writing, and doing
mathematics, the more likely tutors will be
successful in their efforts.
-3-
Notes
Time Materials
Directions and Talking Points
5 min
The elements listed on the overhead and handout
show basic lesson formats for reading, writing, and
doing mathematics.
Tell participants that in the remainder of this module
they will explore strategies for reading, writing,
spelling, and mathematics. Each of these strategies is
designed to enhance basic reading, writing, and
mathematics lesson formats.
The Learning Difficulties and Volunteer Tutoring
module presented the Direct Instruction format for
teaching and learning. This module presents a new
format.
Overhead
OH-2
Booklet
p. 2
Cue-Do-Review follows an important principle of adult
learning—that adults learn best when they know what
they are learning and why. Cue-Do-Review helps
adults become invested in what they are learning by
having them simultaneously learn how a particular
strategy works.
As tutors introduce a strategy, they should explain the
strategy and also the content to be learned. It is
important to guide learning of both content and strategy
throughout the lesson.
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Notes
Part 2: Reading
Briefly review the Directed Reading Activity (DRA), noting that this time-honored format still
holds true in today’s research-based knowledge of the reading process. (See page four of the
booklet for an overview of DRA.) Research over the past fifty years continually reaffirms the
validity of the DRA steps. Two examples of this are the importance of invoking prior knowledge
to aid comprehension and relating new information to that prior knowledge.
Introducing the Directed Reading Activity
Time Materials
Directions and Talking Points
20
min
If your training does not include an introduction to a
basic reading-lesson format, take the time to introduce
the Directed Reading Activity (DRA). Use the
following steps:
Booklet,
Reading
Strategies
Section,
p. 4



Select a short piece of text from materials likely
to be used in your program. Develop a DRA
from this piece of text. Use the DRA to teach
the text to participants.
Analyze the DRA experience. Ask participants
to describe the activities you used in the prereading, reading, and post-reading steps.
Discuss ways in which the activities aided
comprehension.
Ask participants to read the DRA description in
the handout and discuss kinds of things they
might do to use the DRA with their students.
-5-
Notes
Exploring Reading Strategies
Time Materials
Directions and Talking Points
20
min
There are many ways to vary basic reading lessons.
The following activity is designed to give participants
an opportunity to practice one strategy that they can
use to vary the basic Directed Reading Activity lesson
format.
Booklet,
Reading
Strategies
Section,
pp. 4-7
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Ask participants to look over the descriptions of
reading strategies in this handout.
Working in pairs, ask participants to select one
of the strategies and to discuss how they could
use it with the text selection used for the DRA.
Encourage a range of choices from the
strategies in the handout. If necessary, assign
strategies so that word learning and
comprehension are represented.
Instead of a full report, ask pairs to tell which
strategy they selected and if they used it as a prereading, reading, or post-reading strategy.
Using the Cue-Do-Review format, discuss ways
that participants might help students learn to
use the strategies themselves.
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Notes
Part 3: Writing
Writing instruction has changed markedly over the past twenty years. Research into the writing
process has revealed that good writers prepare for writing in much the same way that good
readers prepare for reading.
Writing requires integration of many processes. Writing communicates a message. While writing
down the message one must simultaneously focus on word choice, spelling, handwriting,
grammar, and usage. For adult students, working simultaneously on all aspects of writing can be
a daunting task. The strategies in this packet address the difficulties adult students may have with
the aspects of writing.
Plan-Produce-Revise
Time Materials
Directions and Talking Points
20
min
Introduce Plan-Produce-Revise. This strategy is an
elemental version of the writing process and can be
used even with beginning writers.
10
min
Booklet,
Writing
Strategies
Section,
p. 8
If training does not include an introduction to the
writing process, take participants through the steps of
Plan-Produce-Revise. Analyze the strategy, review the
steps and discuss the impact that following them should
have on students’ writing.
If training already includes an introduction to the
writing process, review Plan-Produce-Revise briefly
before working with other writing strategies.
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Notes
Writing Strategies
Time Materials
Directions and Talking Points
20
min
The following activity is designed to encourage
participants to vary their writing lessons by using
strategies from the handout.
Booklet,
Writing
Strategies
Section,
p. 9




Ask participants to review the descriptions of
writing strategies in the handout.
Working in pairs, ask participants to select one
of the strategies and to discuss how they could
use it with a basic writing lesson.
Instead of a full report, ask pairs to tell which
strategy they selected and how they used it to
vary a writing lesson.
Using Cue-Do-Review, discuss ways that
participants might help students learn to use the
strategies themselves.
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Notes
Part 4: Reading and Writing
The Language Experience Approach (LEA) is usually introduced in basic literacy training. Note
that the approach is a form of writing process lesson and ask participants to connect what they
know about LEA to the elements of the writing process in the overhead.
Reading and Writing Strategies
If your training does not include an introduction to the Language Experience Approach,
consider adding it. ProLiteracy America’s basic volunteer tutor-training programs have
excellent segments on LEA. See Resources on page two of Instructional Strategies for
Volunteer Tutoring.
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Part 5: Spelling
Adult literacy students are often concerned about spelling. They are fearful of spelling words
incorrectly. Remind participants that spelling, while important, is not always the most critical
element of written language. Students should be encouraged to invent spelling when writing first
drafts. They can then check their spelling during the editing stage of their work.
Spelling Strategies
Time Materials
Directions and Talking Points
15
min
Ask participants to discuss the following:
Booklet,
Spelling
Strategies
Section,
pp. 10-12



What spelling issues have they (or students they
have worked with) experienced?
Are there spelling strategies on the handout that
might address the issue?
Discuss as a group the kinds of spelling issues
that could be addressed by the strategies on the
handout.
- 10 -
Notes
Part 6: Handwriting
These handwriting strategies are included solely as a way of assisting students to write more
clearly. Remind participants that the goal is not to insist that students have excellent handwriting.
Neither is it to require them to write using print or cursive. The goal is to help students to form
letters more clearly in their preference of print or cursive.
Handwriting Strategies
Time Materials
Directions and Talking Points
10
min
Ask participants to do the following:
Booklet,
Handwriting
Strategies
Section,
p. 13


Look through the handwriting strategies.
As a group, talk about how one or more of the
strategies might be used in tutoring adult
students.
- 11 -
Notes
Part 7: Mathematics
Mathematics comes easily to some students, and creates great anxiety for others. If tutors in your
program work with mathematics, you will want to develop a training segment that addresses
basic mathematics and problem solving.
Problem Solving
Time Materials
Directions and Talking Points
20
min
Ask participants to list steps they learned in school for
solving word problems. You may get the following
responses:
Overhead,
OH-1
Booklet,
Mathematics
Strategies
Section,
pp. 3, 16




Read the problem and decide what question
is asked.
Decide what information given in the problem
is important to finding the answer.
Solve the problem.
Check the answer.
Look at the mathematics section of Reading, Writing,
Mathematics: Comparing Elements of the Processes
(page three). Do participants’ problem solving steps
cover everything in the table?
Now look at the word problems strategy on page 16
of the booklet. How can expanding the problem
solving steps help adults who have difficulty with
problem solving?
10
min
The overhead (OH-1) and word problems strategy (p.
16) show ways that mathematics problem solving is
similar to other critical thinking processes. Seeing
mathematics this way may help tutors find ways to
assist students.
The other strategies in this section are mostly assist
strategies, designed to help when some aspect of
mathematics presents difficulties to students. Ask
participants to discuss ways they might use one or
more of the assist strategies.
- 12 -
Notes
Instructional Strategies for Volunteer Tutoring
Using Familiar Strategies in Learning Disability-Friendly Instruction
Compiled by
Mary Dunn Siedow, North Carolina Literacy Resource Center
Nancy Frazier, Beans and Bread Learning Center
Successful, effective teachers and tutors—whether of adults with learning difficulties, those with
learning disabilities, or of any other adults—put effort into their teaching. They are mindful of
characteristics of effective instruction, and they use strategies that fit both lesson content and
student needs. These teachers and tutors involve adult students in setting goals and priorities, and
they accommodate instruction to adults’ learning styles and needs.
Effective teachers of adults with learning difficulties do the following:
 Establish and maintain warm, supportive instructional environments.
 Treat students with respect, and involve students in setting goals and in deciding how to
meet them.
 Encourage students to talk about obstacles to learning so that difficulties do not
become overwhelming.
 Know structured approaches to instruction, and use these approaches consistently.
 Involve students in determining and following lesson procedures, so that students
understand expectations for behavior and work standards.
 Structure lessons, activities, and assignments to help students be successful.
 Begin with simple tasks and easy-to-understand materials.
 Gradually increase task complexity as students become more comfortable.
 Provide positive and frequent feedback.
 Recognize achievements immediately, and review them regularly.
 Use a variety of relevant, interesting materials.
 Use multisensory techniques, integrating visual, oral, written and kinesthetic instruction.
 Introduce compensatory techniques (such as the use of calculators, spell checkers, and
tape recorders) to assist with learning.
 Provide visual aids or manipulatives to encourage students to focus.
This packet is intended to help educators become more effective teachers of adults. It shows that
reading, writing, and mathematics are processes that have certain things in common. It
introduces a framework, Cue-Do-Review, that can be used to help students learn strategies.
Finally, it gives many ideas—strategies and activities—that will help teachers and tutors to
become more effective educators.
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
1
Reading, Writing, Mathematics
The table on page three shows primary elements of reading, writing, and mathematics. These
processes have several things in common. They all begin with some preliminary action that helps
instructors prepare for or plan the work ahead. They each then move to the act of reading,
writing, or doing mathematics. Finally, they each have an action that allows for review or
reflection on what has been read, written, or solved.
Cue-Do-Review: A Format for Effective Instruction
An important principle of adult education is that adults learn when they are involved with
what they are learning. Cue-Do-Review is a way of teaching adults strategies they can use on
their own. This format is recommended for teaching content while introducing the strategies
in this packet.
Cue
 Present teaching strategy and explain how you will use it.
 Describe what you will do, what students can do.
 Explain how the strategy will help students to master information.
Do
 Present information with explicit use of the strategy.
 Continuously prompt student responses during presentation.
 Involve students in shaping information into understandable form.
Review
 Check students’ understanding using questions, paraphrases, and task performance.
 Confirm understanding of content and strategy.
Effective Instructional Strategies
The instructional strategies and activities that follow are arranged by subject. For each subject—
reading, writing, spelling, and mathematics—you will find the following:
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References to familiar teacher/tutor resource materials (available in local programs or
from North Carolina Literacy Resource Center)
Descriptions and explanations of effective instructional strategies
Suggestions for possible accommodations for adults with learning difficulties
Resources
Training by Design Literacy Resource Book, New Readers Press, 800-448-8878
Training by Design ESL Resource Book, New Readers Press, 800-448-8878
TUTOR, Literacy Volunteers of America, 800-448-8878
Basic Math Skills, Literacy Volunteers of America, out of print
Whole Language for Adults: a Guide to Instruction, New Readers Press, 800-448-8878
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
2
Reading, Writing, Mathematics
Comparing Elements of the Processes
Reading
Writing
Mathematics
Prepare
 Explore what you already know about
the topic.
 Preview vocabulary and concepts in
the text.
 Practice skills you will need to read the
text.
 Decide what strategies you can use.
 Predict what you might learn from
reading.
 Set a purpose or goal for reading.
Plan
 Generate ideas for writing. Use
experiences, photos, and ideas from
reading.
 Organize your ideas for writing. Make
lists, maps, etc.
 Decide what kind of writing you will
do, for example, a poem, story, essay,
etc.
Plan
 Read and think about the problem to
understand what is required to solve it.
 Select the facts you will use to solve
the problem. Disregard facts you don’t
need.
 Brainstorm potential solutions. Try to
picture the most likely solution.
 Think about potential strategies for
solving the problem. Select the most
likely one(s).
Read
 Read silently, using oral reading to
clarify difficult sections.
 Guess at meanings of unknown words.
Confirm meanings as needed.
 Change strategies as needed to
comprehend the text.
Write
 Write a first draft from your ideas.
 Continue planning, changing ideas
while writing.
 Form letters and words intuitively.
Don’t worry about spelling at this
point.
Solve/Calculate
 Follow the strategy to solve the
problem.
 Make necessary calculations.
 Modify your strategy as needed to
solve the problem.
Reflect
Revise
 Discuss your reading, relating what you  Examine for main ideas and details.
learned to the purpose you set and to
 Share your writing with someone to
what you knew before.
get feedback about your message.
 Re-read silently or orally to focus on
 Rewrite to make ideas clearer.
significant points. Clarify difficult ones.  Check and revise mechanics (spelling,
 Extend ideas beyond reading to similar
punctuation, capitalization) as needed.
topics and materials.
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
Check
 Compare your answer with the answer
you expected.
 Revise calculations and solution
strategies if necessary.
 Share your results with others.
3
Reading Strategies
Directed Reading Activity
This time-honored lesson format includes pre-reading, reading, and post-reading phases. It is
Direct Instruction applied to reading. Teachers can use the ideas below or other strategies in any
of the phases to increase students’ understanding of what they are reading.
Pre-reading
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Explore students’ prior knowledge about the topic.
Provide background information that will help students understand the text.
Teach any skills students will need to understand the text.
Preview the text, introducing new vocabulary and concepts that will help students
understand the text.
Predict what might be learned from reading.
Set a purpose or goal for reading the selection.
Reading

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

Encourage silent reading. Allow students to read sections aloud if they are having trouble
understanding the text.
Supply words if requested by students.
Answer questions if students need information.
Read the selection silently while students read.
Post-Reading
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Discuss what was read, using the purpose or goal as a guide.
Focus on what students recall and understand.
Use oral re-reading to focus on significant points or things students haven’t understood,
or to allow students to “show off” their reading.
Review skills taught in the lesson.
Extend ideas beyond the lesson by looking for other materials on similar topics or writing
about the topic from this lesson.
Word Learning Strategies
Context-Phonics-Context
Mostly for beginning-level readers, this strategy allows application of phonics principles within a
contextual framework. Context-Phonics-Context works best when students learn and use it on
their own.
1. Look ahead at each sentence in the text, noting any unknown words.
2. Read up to the unknown word, skip it, and read to the end of the sentence. Think about
clues to the word that can be gained from the rest of the sentence context.
3. Go back to the unknown word. Look at its initial and final letters and any familiar parts.
Think about clues to the word that can be gained from these letters.
4. Then try to guess the word from the context and phonics.
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
4
5. Read the entire sentence, including the word that was guessed. Does the word make sense
in context? If so, continue. If not, look for more clues and try again.
Compare/Contrast
When we come to unfamiliar words in reading, we search our memories for words we know that
are like the unfamiliar word in some way. Compare/Contrast helps students think about words as
made up of interchangeable pieces. It teaches them to break apart unknown words into
recognizable letter clusters that correspond to known word patterns. Students who are familiar
with word families and with rhyming patterns in words, songs, and poems will be able to use
Compare/Contrast.
1. Divide the unfamiliar word into the largest manageable chunks.
2. Ask the student to remember if the chunks of the unknown word are in words they have
seen before.
3. Compare the chunk of the unknown word to a known word. Students may need to
compare different parts of the unknown word to different known words.
Here are some Compare/Contrast samples:
wrong
flight
clean
stand
wishing
(wr) ite
(fl) y
(cl) ock
(st) op
(w) e
l (ong)
n (ight)
m (ean)
h (and)
f (ish)
s (ing)
Letter/Sound Lessons
What follows is a beginning-level strategy that teaches letter/sound correspondence and spelling
awareness. It is most useful for consonants.

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

Write the target letter at the top of a piece of chart paper. Work with one letter at a time.
Name the target letter and pronounce its sound. Ask students to repeat the letter name and
its sound. Mention two or three words in which the letter appears.
Students then say words in which the letter appears. Write the words on the chart,
underlining each appearance of the target letter. If students say words that do not contain
the target letter, write them on the board or on another piece of chart paper. If these
words contain a sound alike letter, comment on it, but do not spend too much time on
these words.
Stop when the list has enough words to work with, or when students stop contributing
words. Read the words aloud, and have students repeat them after you. Ask students if
they can hear the sounds of the target letters. If target letters are masked by other letter
sounds, comment on this.
Talk about the meanings of the words, and use them orally in sentences.
If students keep notebooks of target letters, have them open these to the page for the
target letter. Allow students to select a few of the words and to write sentences using each
of the selected words in their notebooks. Ask students to underline the selected words and
to circle the target letters wherever they appear in the sentences. If students are
uncomfortable writing sentences on their own, ask them to dictate sentences to you.
Write them on the board or chart paper. Then ask students to copy the sentences into
notebooks.
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
5
Comprehension Strategies
List-Group-Preview
1. Write the topic on the board and ask students what they know about it.
2. List students’ responses in one or two words.
3. Ask students to separate their words into groups that have something in common. (Do
this together or in small groups/pairs followed by sharing.)
4. Ask students to skim new material quickly to see if they find other words to add to
their groups.
5. Give students time to read the new material to find out more about the topic.
6. Discuss what students learned about the topic from reading.
Main Idea/Detail
(Educators often think that readers should first identify the main idea of a passage and then the
details that support it. For many students, this is difficult. Instructors can assist comprehension
by helping students to first identify details in a passage and then use these details to determine
the main idea.)
1. Ask students to read the paragraph, and remember as much from it as possible.
2. After reading, ask students to recall what they read.
3. Of the things they recalled, ask students to decide what the main idea of the paragraph
was and which things were details.
4. Map the main idea and details.
RAP
This is a strategy for students to use independently. It assumes they can find main ideas and
details.


Introduce a paragraph so students have an idea what they’ll be reading.
Teach students to follow these steps in reading paragraphs.
R = Read the paragraph silently.
A = Ask yourself, “What is this paragraph about? What is the main idea, and what
are the details?”
P = Put the main idea into your own words. Add important details.
Think Aloud
1. Look over the text with students. Model reading with understanding by demonstrating
your own thought processes.
2. Begin by surveying the section to be read. Comment on ideas gained from title, pictures,
words, or phrases. Set a purpose for reading, and tell students what you hope to
understand from reading.
3. Read aloud, pausing frequently to comment on what you read, ideas triggered by the text,
and things you do or don’t agree with. Continue to read, pause, and comment throughout
the entire passage. As you get further into the passage, encourage students to participate
by reading along and by adding their thoughts or questions at pauses.
4. When you have read the entire passage, talk with students about what you learned and
about your thought process while reading.
NC Literacy Resource Center, NC Community College System
800-553-9759, 919-733-7051
Learning Disabilities Training and Dissemination Project, 2001
6
KWL Charts
KWL stands for “What I know,” “What I want to know,” and “What I learned.” Teachers and
students use a three-column form (headed with the letters “K,” “W,” and “L”) to guide reading.
1. Lead a pre-reading discussion of the topic. Include background information, possibilities
for predictions, etc.
2. Students write the topic on a KWL form (see sample). Ask them to also write what they
already know about the topic and what they want to learn about it.
3. Ask students to read the text. As they read, ask them to make notes about what they
are learning.
4. When reading is completed, discuss what has been read. Have students learned what they
hoped? Why or why not? What would they still like to learn?
5. Ask students to write what they have learned and what they would still like to know on
KWL forms.
6. Discuss the use of the KWL strategy. How does it help students read with better understanding?
Use this strategy as a group the first few times to help students become familiar with it. Below is
a sample KWL Chart.
Sample KWL Chart
Name ________________________ Date ______________
Title _____________________________________________
What I know
What I want to know
What I learned
Assisted Reading Strategies
Read Aloud
Read a passage aloud while the student follows along. Model good expression and phrasing.
Paired Reading
1. Read aloud in unison with the student.
2. As reading becomes easier, the student gains confidence. You should read more quietly
so the student can hear himself or herself. Eventually, the student will signal you to stop
reading.
3. Continue the strategy as long as there is no more than one error per five seconds. If errors
become more frequent, resume reading along with the student.
4. Stop periodically to discuss what is read so that the student can keep up with the ideas
being expressed.
Echo Reading
1. Read a sentence and ask the student to repeat it.
2. Stop periodically to discuss reading.
3. Gradually increase the amount of text read.
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Writing Strategies
Plan-Produce-Revise
This abbreviated (just three steps) way of looking at the writing process could be helpful for
adults with learning difficulties.
Plan
This is the pre-writing step. Help students generate ideas, and select and organize the ideas they
want to use. Then help them decide on a format for writing and presenting these ideas.


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Use oral language discussions as a basis for writing. Talk through topics and vocabulary
until students are comfortable.
Do group brainstorming. This can be followed by mapping.
Use pictures and photos to get ideas for writing. Talk about the story in the picture so
students can write from it.
Produce
This is the writing step. Students turn their ideas into printed or written form. This requires motor
ability to correctly form letters and knowledge of spelling, capitalization, and punctuation.
Production also involves continuous planning for further idea generation.



Write daily—not to produce a product, but rather to develop comfort with physically
putting ideas on paper.
List details, and then number them in sequence for the student to follow.
Use single words to make sentences. Talk about subjects, verbs, etc.
Revise
This is the post-writing or editing and proofreading step of the writing process. Students examine
the content for main ideas and supporting details, make editing changes and rewrite as needed to
make their writing clearer. Then they check the appearance of text and mechanics (spelling,
capitalization, and punctuation). The following are revision strategies:
SCAN Strategy
S = Does it make sense?
C = Is this sentence connected to the topic and to the other sentences?
A = Do I need to add more details?
N = Did I note all the errors?
Proofreading
Use a checklist of things to look for—make it from elements you’re working on. Add items
as you introduce them.
As they work, students should keep the following questions in mind:
Sense—Does each sentence make sense?
Capitals—Are they in the right places?
Punctuation—Is it correct?
Spelling—Are words spelled correctly?
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Other Writing Strategies
Mind Mapping (also called Concept Mapping)
Choose a topic with students. Make a list of some of the ideas students have about the topic. Ask
students to think of how the ideas they’ve listed relate to each other and to the topic. Make a map
that shows the relationships of ideas to the topic. Use the map to guide writing about the topic
and to make decisions about revisions.
Sample Mind Map
Five “W’s”
Help students expand details about a topic using the familiar Five W’s. Write the Five W’s—
Who? What? When? Where? Why?—on the board, overhead, or on paper with space for
responses. Ask students to suggest details about the topic in response to each of the questions.
Then ask them to use details in writing. The Five W’s can be used in the pre-writing or planning
stage or in the revision steps.
Sentence Combining
Select short sentences from students’ writing. Write them on the board, overhead, or on paper.
Ask students to suggest ways to build bigger, more sophisticated sentences from the shorter ones.
Make suggestions about types of combinations—compound sentences, complex sentences, etc.
Sentence Building Exercises
Write a two-word subject/verb sentence. Ask students to build the sentence, one element at a
time, by adding words and phrases. Below are two examples of the exercise:
Rabbits nibble.
Furry rabbits nibble green grass.
Pesky rabbits nibble flowers in my garden.
Children laugh.
Happy children laugh.
Happy children laugh cheerfully.
Happy children laugh cheerfully at jokes.
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Spelling Strategies
Letter Card Spelling


Make sets of alphabet cards for students. Write vowels on white paper and consonants on
colored paper.
Have students lay out the cards alphabetically, leaving an area clear to spell out words.
Look, Cover, Write, Check
Use three to five words taken from students’ writing, common words, etc. Fold a sheet of paper
into four or five columns. Open the folds. In the first column, write the words correctly. Leave
spaces between words. Work with the student to follow the steps below.
Look
 Look at the word, and say it out loud.
 Talk about any difficult parts of the word.
 Close eyes and try to visualize the word.
Cover
 Fold the first column back to cover the word.
 Say it aloud and spell it aloud.
Write
 Write the word in the second column. Say it while writing it.
Check
 Open the fold.
 Check to see if the word is spelled correctly. If not, copy the correct spelling above
the incorrect one.
Repeat the steps each day, using a new column each time.
Highlight the Hard Parts
Some words, like separate, hesitate, and “i before e” words, are often confusing to remember
and may cause difficulties for students. Highlighting the difficult parts of words can help. Use
the following steps:


Provide different colored pens, pencils, highlighters and index cards.
Discuss with the student the colors he or she wants to use to distinguish the hard parts
from the easier parts of the word. Suggest stripes, vivid colors, and anything to make the
hard parts obvious.
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
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Print the words vividly and boldly on the cards—make the hard part a different
color, striped, a different style, etc. Try to keep the letters the same size. The
following are examples:
separate
hesitate
believe
Ask students to make mental pictures of the cards and spell the words aloud. As they
do this, ask them to emphasize the hard parts, perhaps by saying them louder or using
an accent.
Remind students to think about the hard part when writing the word. For example, when
writing “separate” students might think “sep a rate” or concentrate on the bold “a.”
Dictation
Say a word, and ask students to spell it with letter cards (e.g. pin). Then ask them to spell other
words by adding letters to the word (e.g. pine, spine). Then ask them to spell other words by
removing letters (e.g. spin, sin). Ask them to spell other words by adding letters (e.g. shin),
changing letters (e.g. chin), and shifting letters (e.g. inch). Continue with other variations (e.g.
pinch, pitch, itch, it, pit). Remember to make only one change at a time.
Discovery
Vary the Dictation activity above by giving students the letters to add and asking them to say the
words that are spelled.
V-A-K-T (Visual-Auditory-Kinesthetic-Tactile) Spelling
Teach students to practice spelling by using multiple senses. Have students follow the steps below:
1. Look at the word.
2. Say the word and spell it aloud.
3. Holding a pencil and using large arm motions, write the word in the air.
4. Write the word in crayon, or lay out the word in sandpaper letters. Trace the letters over
and over, saying the word and spelling it out each time.
Personal Spelling Techniques
Have students keep a personal spelling list of words they want or need to be able to spell. Make a
notebook into a personal spelling dictionary by labeling pages with uppercase and lowercase
letters. Have students write words they want or need to spell on the appropriate pages. They can
also write sentences using the words, write definitions, etc.
Make lists of words the student commonly misspells. Look for error patterns. Use principles of
the Compare/Contrast strategy to connect troublesome words with other familiar words. Teach
rules that relate to student’s most common mistakes.
Invented Spelling
Encourage students to use Invented Spelling (guessing how a word might be spelled) when they
are writing rough drafts. Then have them use Compare/Contrast principles or spelling rules to
edit their inventions.
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Educated Guesses
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Ask student to write as much of a word as possible, leaving blanks for letters he or she
doesn’t know.
Ask student to fill in missing letters as if the word were spelled as it sounds.
When the student has finished, work with him/her to correct parts of words that
are misspelled.
Look for patterns in student’s mistakes. Group several words with one pattern and focus
on teaching that pattern.
Other Spelling Accommodations and Modifications
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Teach student to beat out syllables while saying words aloud. Have student write the
words as he or she says them, one syllable at a time.
For students with auditory difficulties, find small words within words.
Examples:
capacity
weather
together
Reinforce spelling by finding words of similar letter and sound patterns.
Examples:
please
ease
disease
sound
round
found
For students with visual memory difficulties, use the following techniques:
 Exaggerate pronunciation of words.
Example: Wednesday
 Have tutors encourage student to “say it funny” while writing it.
 Provide a format for building on root words.
Examples: appoint
disappoint
disappointment
disappointed
Have students look for patterns in spelling words, just as they would do in
mathematics problems.
Examples:
“separate”
To remember “hesitate” divide it into three words: he sit ate
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Handwriting Strategies
Concern about the mechanics of writing—particularly letter formation—can make it difficult for
adult students to focus on the content of their writing. Typical handwriting difficulties include
the following:
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Generally illegible writing
Mixtures of print and cursive, uppercase and lowercase letters, or irregular sizes, shapes,
and slant of letter
Omitted letters or words
Cramped or unusual grip
Holding the writing instrument close to its tip
Holding thumb over two fingers and writing from the wrist
Strange wrist, body or paper position
Slow or labored writing
Learning to form letters easily and legibly will help to enhance students’ confidence as well as
help to improve their handwriting. If students demonstrate any of the above-mentioned traits
while writing, try the strategies below.
Change the Rate


Allow more time for written tasks including note taking, copying, and tests.
Encourage and promote keyboarding skills as well as word processing.
Adjust the Volume
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Create a partially completed outline when note taking is necessary. The student can fill in
the details under major headings.
Don’t focus on both neatness and spelling when critiquing work.
Allow abbreviations in some writing.
Reduce copying aspects of work. For example, in mathematics, provide a worksheet with
problems instead of having students copy problems.
Change the Complexity


Create a writing binder that includes the following:
 A model of cursive or print letters on the inside cover (this is easier to refer to
than one on the wall or blackboard).
 A laminated template of the required format for written work.
Cut out a template out of cardboard or heavy paper. Fill in where the name, date, and
assignment would go. Place the template into the writing binder on top of lined paper so
the student can set up his or her paper and copy the heading information in the provided
spaces. The student then flips the template out of the way to finish the assignment. This
method can also be used with worksheets.
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Break Writing into Stages
(See Plan, Produce, Revise strategy above.)
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Consider correcting each stage, even on some one-sitting written exercises. Provide
feedback at all stages and not just at the conclusion of the assignment.
If writing continues to be laborious, allow the student to make some editing marks rather
than recopying an entire piece.
Encourage students to use computers to make a rough draft. Ask students to copy the
draft and then to revise the copy. This way both the rough draft and final product can be
evaluated without extra typing.
Do not address spelling on typed rough drafts or on one-sitting assignments.
Encourage students to use the spell checker when typing assignments. Ask them to have
someone else proofread the work. Speaking spell checkers are highly recommended,
especially if the student is not able to recognize the correct word. (Headphones are also
recommended for this accommodation.)
Change the Tools
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Allow the student to write using cursive or print—whichever is more legible, feels more
comfortable, and is the less stressful.
If the student is struggling with handwriting, consider teaching cursive. Some students
find cursive easier to manage because of the flow of the writing tool—there is no need to
pick the tool up and down, or connect lines to each other.
Encourage students to use paper with raised lines to keep writing on the line.
Suggest students use the line width of their choice. Be aware, however, that small writing
is sometimes a disguise for messiness or spelling problems.
Suggest students use paper or writing instruments of different colors.
Suggest students use graph paper for mathematics, or turn lined paper sideways, to help
with lining up columns of numbers.
Suggest student use the writing instrument that is most comfortable. Many students have
difficulty writing with ballpoint pens, preferring pencils or pens that have more friction in
contact with the paper. Mechanical pencils are very popular. Let the student find a
favorite pen or pencil (and then get more than one like that).
Have some fun grips available, no matter what the age of the student. Sometimes adults
will enjoy the novelty of pencil grips or even primary pencils.
Word processing should be an option for many reasons. Even though learning to use a
word processor may be difficult for the same reasons that handwriting is difficult, there
are some keyboarding instructional programs, which address the needs of students with
learning disabilities. Features may include teaching the keys alphabetically (instead of the
home-row sequence) or sensors (small raised dots on the “D” and “J” keys) so that the
student can find the right position kinesthetically.
Other Options

Build handwriting instruction into the tutoring session. Adjust the details and degree
of instruction depending upon the student’s attitude. Remember that many students
would like to have better handwriting if they could.
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

Keep in mind that many handwriting habits are just that—habits—and may be
difficult to change. Always consider whether enforcing the change in habit will
actually make the task of writing easier for the student. Sometimes, the simple
suggestion for change is a chance for the student to make his or her own choices.
Even if a student uses a word processor for most work, it is still important to develop
and maintain legible handwriting. Consider balancing accommodations and
modifications in content area lessons with continued work on handwriting or other
written language skills.
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Mathematics Strategies
Word Problems
Conventional wisdom suggests steps for addressing and solving word problems. Below, this set
of steps is expanded to include opportunities for students to be deliberate about problem solving.
Teachers can use the steps to help students think about and visualize elements of problems and
possible solutions. Instructors should then condense the tips into three to five steps that work for
individual students. The steps are as follows:
1. Read the problem carefully.
2. Try to picture the situation in your mind.
3. Read the problem again to decide what question is being asked. Look for clues that are
given for solving the problem.
4. What facts are given in the problem? Which facts are needed to solve the problem?
Which facts are not needed?
5. Try to picture what the solution should look like. Try to visualize the solution.
6. Decide on a method or procedure to solve the problem.
7. Estimate what the solution might be.
8. Solve the problem.
9. Check the answer.
Assist Strategies
Self Questioning
Learning to be metacognitive about mathematics takes time and requires some understanding of
mathematics processes. Help students ask questions like the following whenever they solve
problems.
 Does the answer look right?
 Does the answer sound right?
 Is it a sensible answer? If not, what should it look like?
Think Aloud
The “Think Aloud” strategy in the Reading section is an excellent way to model problem solving
and to encourage self-questioning.
Number Tricks
The relationships among numbers make it possible to develop many tricks to help us learn
mathematics. A few of these are listed below.
The Nine Times-Tables Finger Trick
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

Assign numbers to your fingers beginning with one at the left pinky and ending with
ten at the right pinky.
Put your hands on the table in front of you.
Take the number of the finger that you want to multiply by nine and bend it under.
This finger is the “place marker” between the tens (fingers to the left) and the ones
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(fingers to the right). For example, to multiply nine times four, count from the left
pinky to the fourth finger and turn it under. You now have three fingers to the left of
the place marker (the turned down finger) and eight fingers to the right of the place
marker. Count 10, 20, 30 … space … 31, 32, 33, 34, 35, 36.
The 11 Times-Tables Trick
This trick for the 11 times tables utilizes the patterns that develop when multiplying by 11. It
is particularly helpful when you get to the upper values (10 and above) though it works
similarly with lower values. Here’s how it works.
11 x 10 = Write 1 ___ 0 (or the number being multiplied with a space between). Add the
two integers (=1+0) and place the answer between the 1 and the 0. The answer is 110.
11 x 11 = 1 ___ 1
11 x 12 = 1 ___ 2
11 x 13 = 1 ___ 3
add 1+1=2 and write 121
add 1+2=3 and write 132
add 1+3=4 and write 143
Note the pattern that is created when the answers are written in a column.
Other Nines Tricks

In adding nines, the sum of integers in the answer will equal the number being added
to nine.
Examples:

9+1=10 (1+0=1)
9+2=11 (1+1=2) etc.
In multiplying by nine, the sum of integers in the answer will equal nine.
Examples:
9x1=9
9x2=18 etc.
Mathematics Games
Dice

Use dice to teach the concepts of odd and even.

Odd—dot in center of cubes
Even—dots on edges of cubes
Throw the dice then add numbers, subtract smaller from larger, multiply numbers, or
write the numbers as fractions.
Solitaire
Set up cards for solitaire (or play on the computer). While playing, student can do
the following:



Find sequences, and say them aloud
Add numbers in sequences
Subtract numbers in sequences, etc.
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Other Accommodations and Modifications

There are many ways to express the same information mathematically.
Examples: 7 x 8 = 56

or 56 = 7 x 8
Use mnemonic devices. To remember the sequence of operations in long division, learn
“Dear Mother send big donuts” for “divide, multiply, subtract, bring down.”
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HO-1
Reading, Writing, Mathematics:
Comparing Process Elements
Reading
Writing
Mathematics
Prepare
Plan
Plan
Read
Write
Solve/Calculate
Reflect
Revise
Check
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HO-2
Cue-Do-Review:
A Format for Strategic Instruction
• Cue
 Present the teaching strategy, and explain how
you will use it.
 Describe what you will do and what students
can do.
 Explain how the strategy will help students
master information.
• Do
 Present information with explicit use of the
strategy.
 Continuously prompt student responses during
the presentation.
 Involve student in shaping information into an
understandable form.
• Review
 Check students’ understanding using questions,
paraphrases, and task performance.
 Confirm understanding of content and strategy.
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HO-3
12-04.Instructional Strategies PP
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