23 Ways to Support Students With Reading Comprehension Problems

Are you looking for strategies to support students with reading comprehension problems? If so, keep reading.

1. Get the learner to find one word each day that they do not understand. Get the learner to define the term and then require them to use that word throughout the day in several situations.

2. Isolate the central word or phrase around which the story is constructed. Inspect for pinpoint words that relate back to the primary word/phrase and determine the number of times they are used and how this helps to create the story.

3. Get the learner to orally rephrase content just read to assess their comprehension.

4. Spotlight essential points before the learner reads the content silently.

5. Make it pleasant and positive for the learner to ask questions about things not grasped.

6. Teach new vocabulary words prior to having the learner read the content.

7. Record the learner’s reading content and have them listen to the recording while simultaneously reading the content.

8. Get the learner to read progressively longer segments of reading content to build comprehension skills (e.g., start with one paragraph and progress to several sections, chapters, short stories, etc.).

9. Record lectures to give an additional source of information for the learner.

10. Get the learner to outline reading content using the Outline Form.

11. Provide the learner high interest reading content on their capacity and ability level (e.g., comic books, adventure stories, etc.) requiring them to answer the questions “Who, What, Where, On occasions where, How, and Why.”

12. Get the learner to record what they read to enable comprehension by replaying and listening to the content read.

13. Prior to reading a selection, acquaint the learner with the general content of the story (e.g., when reading a story about birds, have the students brainstorm and discuss birds to create a point of reference).

14. Get the learner to dictate stories that are then put in print for them to read, placing emphasis on comprehension skills.

15. Compose paragraphs and short stories requiring skills the learner is presently developing. The passages must be of interest to the learner using their name, family members, friends, pets, and exciting experiences.

16. Create a learning center area where an assortment of information is available for the learner in content areas (e.g., the library may have a section with films, slides, videotapes, and recorded lectures, on such subjects as pilgrims, the Civil War, the judicial system, etc.).

17. Utilize lower grade-level texts as alternative reading content in subject areas.

18. Outline reading content for the learner using words and phrases on their capacity and ability level.

19. Minimize distracting stimuli in their surroundings to enable the learner’s capacity and ability to concentrate on what they are reading (e.g., place the learner on the front row, give a carrel or “office” space away from distractions, etc.). This should be used as a means of reducing distracting stimuli, not as a punishment.

20. Ascertain whether the learner can make inferences, predictions, determine cause-effect, etc., in everyday experiences. Teach these skills in contexts that are important to the learner to enable the capacity and ability to use these ideas when reading.

21. Consider using AI to teach reading comprehension.

22. Consider using Alexa to teach reading skills.

23. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

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