Suggested adaptation

Suitable for

Implementation

Bypass Reading

For students when

• The goal is to understand content rather than read and understand

• Teacher reads aloud

• Peer partner reads aloud

• Use an audio-taped or CD version

• Use text-to-speech software, such as Kurzweil or WYNN3

• Use publisher's website with digital version and spoken text

Decrease Reading

For students who

• Read at a very slow pace

• Have difficulty with complex vocabulary

• Have difficulty with concepts presented

• Need amount or density of content decreased

For students who

• Are distracted by supplementary materials, busy formats, or pictures

• Use alternative text provided by publisher, if available

• Use print or online versions provided by Cliffs Notes, Pink Monkey, or Spark's Notes

• Remove the distracting material by covering it

• Mark the points for attention with colored arrows (Post-it)

• In some cases, material may need to rewritten in a condensed form

Support Reading

For students who

• Cannot understand the technical, complex, or unknown vocabulary

• Place support aids in the portion of text to be read

• Highlight key terms to prompt looking these up in the glossary

• Add cue words or questions to provide focus on key ideas

• Insert a brief explanation or definition on a sticky note

• Add an interesting fact to keep interest high and motivate reader

• Relate to prior knowledge of student's personal experiences

Organize Reading

For all students, as well as those who

• Have difficulty organizing information

• Provide a graphic organizer prior to reading

• Use other advanced organizers to stimulate thinking prior to reading

• Insert prompts into text for filling in the graphic organizer

Guide Reading

For students who

• Have difficulty focusing on important points

  Have difficulty knowing what to review and study for tests

• Provide a partially completed outline to be completed by the reader

• Provide previews and objectives to cue readers to key points about to be read

• Note where information that meets objectives is covered

• Provide summaries to remind readers of what they just read

• Use a graphic organizer as a study guide

• Provide explicit directions for completing the organizer