Reading

Reading is a complex activity that requires the use and coordination of many skills simultaneously. Difficulty with any of these abilities may result in a reading problem. The lists below do not differentiate between different causes or types of reading problems. You should choose accommodations appropriate to individual learners’ specific and unique characteristics. Remember to work with their strengths to bypass disabilities and/or develop abilities in weaker areas.

ADJUST SETTING/ ENVIRONMENT § Classroom § Workplace	ADAPT TASK TO BYPASS/ REDUCE IMPACT OF PROBLEM § Classroom § Workplace § Personal Strategies	ADAPT INSTRUCTION/ PRESENTATION OF INFORMATION § Classroom § Workplace	MAKE ACCOMMODATIONS IN TESTING/PERFORMANCE § Classroom § Workplace
Classroom/Workplace Strategies · Allow learner to seek out different sources and intensities of light · Allow privacy for reading aloud · Provide a space with minimal distractions Tools · Study carrel · Portable screen · Portable, adjustable desk lamp · Ear plugs	Classroom/Workplace Strategies · To reduce amount of reading, match learner with a peer for paired reading (taking turns) · Allow a peer to read material to the learner before the learner reads it · Use high-interest/low level reading materials as a substitute for texts · Make shorter assignments and/or allow more time for completion · Rewrite difficult written material required for a job task, using simpler language · Provide tape-recorded instructions, messages, materials (on the job) Personal Strategies § Listen to books on tape or books on computer disk § Use scan and read software and other technology (see tools) § Identify a friend, family member or co-worker to help with needed reading Tools · Books on tape from Reading for the Blind and Dyslexic (RFB&D) or Talking Books from the National Library Service for the Blind and Physically Handicapped (NLS) · Variable-speech-control (VSC) tape recorders (used with books on tape) · Books on computer disk with voice synthesizer · Audiotaped texts and other readings (made by teacher/aide/volunteer) · Headphones for tape recorders · Simplified editions of literature classics, and/or simply written original books · Optical character recognition (OCR) with speech synthesis systems (stand-alone or PC-based) that scan and read text aloud · Screen magnification/enlargement software · Quicktionary Reading Pen · Talking dictionaries · Large-print books · Transparent colored overlays · Line-marker card (home-made) or “Reading Ruler” with colored “window” to focus attention on line	Classroom/Workplace Strategies · Highlight or color code important information on handouts · Write clearly using large print subheadings to organize material, simple and direct language, and plenty of white space · Suggest stopping points in lengthy text, helping the learner to identify manageable “chunks” for reading and study · Go over all written directions orally · Allow and encourage the learner to read aloud so he/she both sees and hears the material. · Minimize the need to read handwriting by providing typed directions · Use a consistent format in providing directions for activities or assignments · Provide feedback on learner’s work in person or on tape · Provide needed background information via videotape or speakers · Use a variety of learning experiences: demonstrations, field trips, discussions, and group/cooperative projects Tools · Highlighters · Manipulatives: letter or word cards, blocks, tiles, etc. · Transparent colored overlays · Line-marker card (home-made) or “Reading Ruler” with colored “window” to focus attention on line · Quicktionary Reading Pen · Talking dictionaries · Books on tape · Variable-speech-control (VSC) tape recorders (used with books on tape) · Books on computer disk with voice synthesizer · Audiotaped texts and other readings (made by teacher/aide/volunteer) · Headphones for tape recorders · Simplified editions of literature classics, and/or simply written original books · Optical character recognition (OCR) with speech synthesis systems (stand-alone or PC-based) that scan and read text aloud · Screen magnification/enlargement software	Classroom/Workplace Strategies · Allow additional time for testing or workplace performance · Allow test directions/test items to be read aloud to learner (when testing subject matter other than reading) · Allow testing in private, distraction-free area · Provide directions for required performance on audiotape or videotape · Allow use of transparent colored overlays and/or page magnifiers · Allow use of line markers to maintain focus on correct line of print · Allow marking of answers directly in test booklet (for standardized tests) to prevent tracking problems when moving from test to answer sheet. Tools · Colored overlays, line markers, magnifiers, Quicktionary Reading Pen or other tools Thinking about test accommodations: Identify the purpose of each test. You may consider accommodations to remove any obstacles to performance that are not directly related to your testing objective.

ADJUST SETTING/ ENVIRONMENT

§ Classroom

§ Workplace

ADAPT TASK TO BYPASS/ REDUCE IMPACT OF PROBLEM

§ Classroom

§ Workplace

§ Personal Strategies

ADAPT INSTRUCTION/ PRESENTATION OF INFORMATION

§ Classroom

§ Workplace

MAKE ACCOMMODATIONS IN TESTING/PERFORMANCE

§ Classroom

§ Workplace

Classroom/Workplace Strategies

· Allow learner to seek out different sources and intensities of light

· Allow privacy for reading aloud

· Provide a space with minimal distractions

Tools

· Study carrel

· Portable screen

· Portable, adjustable desk lamp

· Ear plugs

Classroom/Workplace Strategies

· To reduce amount of reading, match learner with a peer for paired reading (taking turns)

· Allow a peer to read material to the learner before the learner reads it

· Use high-interest/low level reading materials as a substitute for texts

· Make shorter assignments and/or allow more time for completion

· Rewrite difficult written material required for a job task, using simpler language

· Provide tape-recorded instructions, messages, materials (on the job)

Personal Strategies

§ Listen to books on tape or books on computer disk

§ Use scan and read software and other technology (see tools)

§ Identify a friend, family member or co-worker to help with needed reading

Tools

· Books on tape from Reading for the Blind and Dyslexic (RFB&D) or Talking Books from the National Library Service for the Blind and Physically Handicapped (NLS)

· Variable-speech-control (VSC) tape recorders (used with books on tape)

· Books on computer disk with voice synthesizer

· Audiotaped texts and other readings (made by teacher/aide/volunteer)

· Headphones for tape recorders

· Simplified editions of literature classics, and/or simply written original books

· Optical character recognition (OCR) with speech synthesis systems (stand-alone or PC-based) that scan and read text aloud

· Screen magnification/enlargement software

· Quicktionary Reading Pen

· Talking dictionaries

· Large-print books

· Transparent colored overlays

· Line-marker card (home-made) or “Reading Ruler” with colored “window” to focus attention on line

Classroom/Workplace Strategies

· Highlight or color code important information on handouts

· Write clearly using large print subheadings to organize material, simple and direct language, and plenty of white space

· Suggest stopping points in lengthy text, helping the learner to identify manageable “chunks” for reading and study

· Go over all written directions orally

· Allow and encourage the learner to read aloud so he/she both sees and hears the material.

· Minimize the need to read handwriting by providing typed directions

· Use a consistent format in providing directions for activities or assignments

· Provide feedback on learner’s work in person or on tape

· Provide needed background information via videotape or speakers

· Use a variety of learning experiences: demonstrations, field trips, discussions, and group/cooperative projects

Tools

· Highlighters

· Manipulatives: letter or word cards, blocks, tiles, etc.

· Transparent colored overlays

· Line-marker card (home-made) or “Reading Ruler” with colored “window” to focus attention on line

· Quicktionary Reading Pen

· Talking dictionaries

· Books on tape

· Variable-speech-control (VSC) tape recorders (used with books

on tape)

· Books on computer disk with voice synthesizer

· Audiotaped texts and other readings (made by teacher/aide/volunteer)

· Headphones for tape recorders

· Simplified editions of literature classics, and/or simply written original books

· Optical character recognition (OCR) with speech synthesis systems (stand-alone or PC-based) that scan and read text aloud

· Screen magnification/enlargement software

Classroom/Workplace Strategies

· Allow additional time for testing or workplace performance

· Allow test directions/test items to be read aloud to learner (when testing subject matter other than reading)

· Allow testing in private, distraction-free area

· Provide directions for required performance on audiotape or videotape

· Allow use of transparent colored overlays and/or page magnifiers

· Allow use of line markers to maintain focus on correct line of print

· Allow marking of answers directly in test booklet (for standardized tests) to prevent tracking problems when moving from test to answer sheet.

Tools

· Colored overlays, line markers, magnifiers, Quicktionary Reading Pen or other tools

Thinking about test accommodations: Identify the purpose of each test. You may consider accommodations to remove any obstacles to performance that are not directly related to your testing objective.