Anderson et al (2004) American Secondary Education 32. 19-36 gives six practices that have been shown to be most helpful for the student with language learning disabilities in the classroom.
- Mnemonic strategies: presenting strategies, keywords or facts that need to be memorize using mnemonics can assist the student in remembering. (ex. POSSE strategy developed by Englert and Mariage (1991) which is a metacognitive approach to studying. Predict, Organize, Search, Summarize, Evaluate).
- Visual and graphic organizers: guides the learner’s thinking as they fill in and build upon a visual map or diagram. It is best that some of these are consistent across the curriculum.
- Guided notes: teacher-prepared hand-outs that outline or map lectures, but leave “blank” space for key concepts, facts, definitions, etc. As the lecture progresses, you fill in the spaces with content.
- Class-wide peer tutoring: (CWPT) is a comprehensive instructional procedure or teaching strategy based on reciprocal peer tutoring and group reinforcement wherein an entire classroom of students is actively engaged in the process of learning and practicing basic academic skills simultaneously in a systematic and fun way.
- Linking current knowledge to new information: Create anticipatory sets and activate background knowledge, this facilitates the ability of all students to assimilate new information
- Reciprocal teaching: instructional activity in which students become the teacher. Provide students with problems, procedures, and materials and have them brainstorm ways to use what they have been given. This can be done with a wide variety of subjects or topics including reading groups, math problem solving, STEM lessons, experiments.
What strategies have you found helpful for the students in your classroom? Is there a particular mnemonic, graphic organizer, a template of guided notes or set up of your classroom that you feel supports the student with language learning difficulties?