Academic and Behavioral Interventions

Are you looking for strategies to help students who cannot complete learning activities because of reading issues? If so, keep reading.

1. Make sure the student achieves success when following written instructions.

2. Stop the student from becoming overstimulated (e.g., frustrated, angry, etc.) by a learning experience.

3. Give the student a copy of written instructions at their desk in addition to on the smartboard, posted in the classroom, etc.

4. Place the student near the source of the written information (e.g., smartboard, projector, etc.).

5. Make sure the print is bold and large enough to enable the student’s success in following written instructions.

6. Transfer instructions from texts and workbooks when images or other stimuli make it complicated to pay attention to or follow written instructions.

7. Give the student a quiet space (e.g., carrel, study booth, etc.) where they may go to take part in learning activities that require following written instructions.

8. Complete the first problem or problems with the student to make sure that they follow written instructions.

9. Get the student to carry out written instructions one step at a time and then check with the teacher to make sure that each step is successfully finished before trying the next.

10. Once the student shows success, slowly increase the level of difficulty or complexity of written directions, explanations, instructions, content, etc.

11. Alter or adjust the reading level of the content presented to the student to enable success.

12. Minimize the emphasis on competition. Competitive learning activities may make it complicated for the student to finish tasks because of frustration with reading difficulties.

13. Present new words and their meanings to the student before they read new learning materials. These may be entered in a vocabulary notebook kept by the student as a reference for new vocabulary words.

14. Refrain from placing the student in awkward reading skills (e.g., reading aloud in a group, identifying that the student’s reading group is the lowest level, etc.).

15. Record complicated reading content for the student to listen to as they read along.

16. Provide the student time to read a selection more than once. Place emphasis on comprehension rather than speed.

17. Utilize reading sequence content with high interest (e.g., adventure, romance, mystery, sports, etc.) and low vocabulary.

18. Minimize the amount of content the student reads at one time (e.g., lessen reading content to individual sentences or one paragraph, etc.). As the student shows success, slowly increase the amount of content to be read at one time.

19. Make the curriculum important to the student (e.g., explain the purpose of a task, relate the curriculum to the student’s environment, etc.).

20. Provide the student one task to finish at a time. Present the next task only when the student has successfully finished the prior task.

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:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Learners Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

Are you looking for strategies to help students who fail to finish tasks because of reading issues? If so, keep reading.

1. Make sure that the reading requirements of the task are within the capacity and ability level of the student.

2. Record directions, explanations, and instructions to enable the student’s success.

3. Select a peer to read directions, explanations, and instructions to the student to enable success.

4. Make the student orally repeat directions, explanations, and instructions.

5. Read directions, explanations, and instructions to the student when appropriate.

6. Utilize a sight word-vocabulary approach to teach the student keywords (e.g., circle, underline, match, etc.) and phrases when reading directions and instructions.

7. Provide all directions, explanations, and instructions orally.

8. Keep all directions, explanations, and instructions to a minimum.

9. Shorten the length of tasks that require reading so the student can finish tasks in the same duration of time as the other students.

10. Give the student additional time to finish the task.

11. Provide directions, explanations, and instructions prior to handing out learning materials.

12. Make sure that the student’s knowledge of a particular skill is being assessed rather than the student’s capacity and ability to read instructions and content.

13. Provide mobility to assist the student.

14. Provide a consistent format in which written directions, explanations, and instructions are delivered.

15. Get the student to practice timed drills consisting of reading instructions, explanations, content, etc., to lessen reading time.

16. Give more than enough time for the student to finish a task.

17. Assess the clarity and quality of written directions, explanations, instructions, content, etc.

18. Keep written instructions as concrete and straightforward as possible.

19. Minimize distracting stimuli in their surroundings to enable the student’s capacity and ability to follow written instructions (e.g., place the student on the front row; give a table or “office” space away from distractions). This should be used as a way to lessen distractions, not as a punishment.

20. Minimize written instructions to individual steps. Provide the student an additional step after the conclusion of the prior action.

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:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Learners Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

Are you looking for hacks to improve your kids’ reading comprehensions skills? If so, keep reading.

1. Present new words and their meanings to the student before reading new content.

2. Teach the student to think about the reading selection and forecast what will happen prior to reading the selection.

3. Select a peer tutor to study with the student for exams, tests, etc.

4. Provide the student time to read a selection more than once. Place emphasis on accuracy, not speed.

5. Compose notes and letters to the student to give reading content that they will want to read for comprehension. Learners may be encouraged to write notes and letters to classmates at a time set aside each day, once a week, etc.

6. Get the student to outline, underline, or highlight essential points in written content.

7. Teach the student to use context clues to find the meanings of words and phrases not known.

8. Teach the student to use related learning experience s in their classes (e.g., filmstrips, movies, recordings, demonstrations, discussions, lectures, videotapes, etc.). Urge teachers to give alternative learning experience s for the student.

9. Separate the student at several points throughout a reading selection to check for comprehension.

10. Utilize a sight-word vocabulary approach to teach the student keywords (e.g., circle, underline, match, etc.) and phrases when reading directions and instructions.

11. Get the student to find words they do not comprehend. Get them to find the definitions of these words in the dictionary.

12. Get the student to work with a peer and teacher. The first student will dictate a short paragraph to be typed by the teacher and will also compose a comprehension question. The second student, after listening to the process, will read the story orally and answer the comprehension question. Then student roles can be reversed.

13. Get the student to match vocabulary words with images representing the words.

14. Give the student written directions After learning activities that target concrete experiences (e.g., following a recipe, following instructions to put a model together, etc.) to enable comprehension.

15. Give the student written one-step, two-step, and three-step instruction-following learning activities (e.g., sharpen your pencil, open your text to page 121, etc.).

16. Utilize reading sequence content with high interest, low vocabulary for the older student.

17. Consider using AI to teach reading comprehension.

18. Consider using Alexa to teach reading skills.

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

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Learners Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

Are you looking for strategies to improve students reading comprehension skills? If so, keep reading.

1. Get the student to look for the keywords and main ideas when reading.

2. After reading a selection, have the student have to verbally summarize what they have read.

3. Get the student to read high interest signs, advertisements, notices, etc., from newspapers, magazines, movie promotions, etc., placing emphasis on comprehension skills.

4. Teach the student to find the main points in content to enable their comprehension.

5. Refrain from placing the student in awkward reading skills (e.g., reading aloud in a group, reading with time limits, etc.).

6. Get the student to read independently each day to practice reading skills.

7. Spotlight essential information the student should pay close attention to when reading.

8. Minimize the amount of information on a page if it is visually distracting for the student.

9. Make sure the student is practicing comprehension skills that are causally related to high interest reading learning activities (e.g., adventure, romance, mystery, sports, etc.).

10. Make sure the student is reading content on their capacity and ability level. If not, modify or adjust reading content to the student’s capacity and ability level.

11. Make sure the student learns the meanings of all commonly used prefixes and suffixes.

12. Make sure the student learns dictionary skills to find the meaning of words.

13. Cut out images from magazines and newspapers and have the student match captions to them. This learning experience could be varied by having one student write the caption while another student determines if it is appropriate.

14. Create a list of main points from the student’s reading content, written on the student’s reading level.

15. Get the student to take notes while reading to enable comprehension.

16. Minimize the amount of content the student reads at one time (e.g., lessen reading content to individual sentences or one paragraph, etc.). As the student shows success, slowly increase the amount of content to be read at one time.

17. Get the student to supply missing words in sentences given by classmates and/or the teacher to enable comprehension skills.

18. Get the student to list new or complicated words in categories such as people, food, animals, things that are hot, etc.

19. Teach the student meanings of abbreviations to assist in comprehending content read.

20. Include frequent written tasks on topics that are of interest to the student to reinforce the correlation between writing and reading capacity and ability.

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:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Learners Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

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

1. Get the student to find one word each day that they do not understand. Get the student 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 student to orally rephrase content just read to assess their comprehension.

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

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

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

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

8. Get the student 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 student.

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

11. Provide the student 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 student to record what they read to enable comprehension by replaying and listening to the content read.

13. Prior to reading a selection, acquaint the student 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 student 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 student is presently developing. The passages must be of interest to the student 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 student 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 student using words and phrases on their capacity and ability level.

19. Minimize distracting stimuli in their surroundings to enable the student’s capacity and ability to concentrate on what they are reading (e.g., place the student 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 student can make inferences, predictions, determine cause-effect, etc., in everyday experiences. Teach these skills in contexts that are important to the student 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:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Learners Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

Are you looking for tips for helping students with expressive language disorder? If so, keep reading.

1. Praise the student for using finished sentences or thoughts when speaking: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

2. Praise the students in the classroom who use finished sentences or thoughts when speaking.

3. Get several students to build a sentence together (e.g., The first one starts with a word such as “I.” The next student adds the second word such as “like.” This process continues as long as possible to create one long, finished sentence. Do not accept nondescriptive terminology.).

4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).

5. Give the student an appropriate model to mimic speaking in finished sentences or thoughts (e.g., speak clearly, slowly, concisely, and in finished sentences, statements, and ideas).

6. Explain objects, persons, places, etc., and have the student name the things described.

7. Provide the student specific categories and have them name as many things as possible within that category (e.g., things that are cold, objects, persons, places, etc.).

8. Provide the student a subject and have them write as many finished sentences about it as possible, emphasizing the use of specific vocabulary.

9. Provide the student scrambled words and have them put them in the correct order to form a finished sentence.

10. Teach the concept of verb and noun phrases as soon as possible so the student has a means of checking to see if a sentence is finished.

11. Urge the student to use an appropriate synonym when experiencing difficulty retrieving the “exact” word they want to say.

12. Assist the student use memory aids to recall words (e.g., a name might be linked to another word; for example, “Mr. Green” is a very colorful person).

13. Show acceptable and unacceptable speech (including incomplete thoughts and nondescriptive terminology such as “thing” or “stuff,” etc.) and have the student critique each example making suggestions for progress.

14. Get the student to finish associations (e.g., knife, fork, and; men, women, and: etc.).

15. Minimize the emphasis on competition. Competitive learning activities may cause the student to hurry and fail to speak in finished sentences.

16. Consider using a language development app. Click here to view a list of apps that we recommend.

17. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for ways to support students with expressive language disorder? If so, keep reading.

1. Teach the student to recognize keywords and phrases related to the information to enable their recall.

2. Get the student to find an excellent speaker and give the reasons that make that person an excellent speaker.

3. Make sure the student receives information from an assortment of sources e.g., textbooks, like presentations, discussions, etc.) to enable memory/recall.

4. Get the student to finish worksheets in which they must replace nondescriptive or inaccurate vocabulary with specific and appropriate terminology.

5. Tag objects, persons, places, etc., in their surroundings to help the student be able to recall names.

6. Get the student’s hearing reviewed if it has not been recently reviewed.

7. Get the student to compete against himself/herself by timing how fast they can name a sequence of pictured objects. Each time, the student tries to improve their speed.

8. Get the student to describe themselves and/or classmates in finished sentences with an emphasis on specific vocabulary to differentiate one student from another.

9. Ask the student a question when they are most likely to be able to respond successfully.

10. Using a wordless image book, have the student tell the story using descriptive vocabulary and finished sentences. Record the story and replay it for the student. Get the student to listen for finish/unfinished sentences and specific/nondescriptive terminology and make appropriate corrections.

11. After reading a short story, have the student remember the main characters, sequence the activities, and retell the outcome of the story.

12. Urge the student to use gestures when necessary to clarify their message. Gestures may also enable recall of vocabulary that the student is having difficulty retrieving.

13. Give the student the first sound of a word they are having difficulty retrieving to enable recall.

14. Converse with the student to explain that they are using unfinished sentences or thoughts when speaking and explain the importance of speaking in complete sentences and choosing specific words to express ideas.

15. On occasions where the student has difficulty during a conversation, remind them that this occasionally happens to everyone.

16. Consider using a language development app. Click here to view a list of apps that we recommend.

17. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for ways to help students with expressive language disorder? If so, keep reading.

1. Give the student sentence starters (e.g., Go ___. Run ___. Today! ___ . Anyone can ___. etc.) and have them write finished sentences.

2. Record the student’s speech and point out unfinished statements and common terminology. With each successive recording, reinforce the student as their use of finished sentences and specific vocabulary improves.

3. Following a field trip or special event, have the student retell the learning activities that occurred with all emphasis on using descriptive vocabulary and finished sentences.

4. Select a peer to model speaking in finished sentences for the student. Designate the students to work together, perform tasks together, etc.

5. Get the student to role-play several situations in which speaking well is essential (e.g., during a job interview).

6. Get the student to correct a sequence of phrases by making each a finished sentence.

7. Provide the student several short sentences and have them combine them to produce one longer sentence (e.g.,” The dog is big.” “The dog is brown.” “The dog is mine.” becomes “The big, brown dog is mine.”).

8. On occasions where the student uses unfinished sentences or nondescriptive terminology, give the student models of growth and specific vocabulary using their statements as a foundation.

9. Get the student to finish “fill-in-the blank” sentences with appropriate words (e.g., objects, persons, places, etc.).

10. Video the student and classmates performing several actions. Play back the video without sound and have the student narrate observations in finished sentences with descriptive vocabulary. (This learning experience could be altered by using a prerecorded videotape.)

11. Select a topic for a paragraph or story and alternate making up sentences with the student to give a model of the components of a finished sentence.

12. Ask questions that encourage language. Refrain from those that can be answered by yes/no or a nod of the head (e.g.,” What did you do at recess?” instead of “Did you play on the slide?” or “Tell me about your vacation.” instead of “Did you remain home over the holidays?”).

13. Present the student an object or an image of an object for a few seconds. Ask the student to recall specific attributes of the object (e.g., color, size, shape, etc.).

14. Provide the student a sequence of words (e.g., objects, persons, places, etc.) and have the student list all the words they can think of with similar meanings (i.e., synonyms).

15. Provide the student a sequence of words or images and have them name as many things as possible within that category (e.g., objects, persons, places, things that are hot, etc.).

16. Provide the student a sequence of words describing objects, persons, places, etc., and have them find the opposite of each term.

17. Provide the student a sequence of finished and unfinished sentences, both written and oral, and ask them to find the ones that are correct and incorrect and make appropriate modifications.

18. Provide the student a group of related words (e.g., baseball, fans, glove, strikeout, etc.) and have them write a paragraph that includes each term.

19. Provide the student a list of transition words (e.g., therefore, although, because, etc.) and have them write sentences using each term.

20. Get the student to make notes, lists, etc., of vocabulary that is needed to be recalled and have the student carry these reminders for reference.

21. Get the student to keep a list of times and/or situations in which they are nervous, anxious, etc., and have more trouble than usual with speech. Assist the student in finding ways to feel more successful in those situations.

22. Consider using a language development app. Click here to view a list of apps that we recommend.

23. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for strategies to help students who suffer from expressive language disorder? If so, keep reading.

1. Let the student talk without being interrupted or hurried.

2. Utilize a private signal (e.g., touching earlobe, raising an index finger, etc.) to remind the student to speak in finished sentences and use specific terminology.

3. Give the student a topic (e.g., rules to follow when riding your bike) and have them write finished sentences about it.

4. When the student is required to remember information, remind them of the situation in which the content was initially presented (e.g., “Remember yesterday when we talked about … ” “Remember when we were outside, and I told you about the … ” etc.).

5. When the student is required to recall information, give visual and/or auditory signals to help them remember the information (e.g., mention keywords, expose part of an image, etc.).

6. Ask the student leading questions to enable the process of speaking in finished sentences and using specific vocabulary.

7. Ask the parents to encourage the student’s use of finished sentences and thoughts at home by praising them when these are used.

8. Give frequent interactions and encouragement to support the student’s confidence (e.g., make statements such as, “You’re doing great.” “Keep up the excellent work.” “I really am proud of you.” etc.).

9. Boost the student’s understanding of the problem by recording the student while they are speaking with another student who uses finished sentences. Replay the recording for the student to see if they can find unfinished sentences and common terminology. Get the student to make appropriate modifications.

10. Make sure the student knows the concept of a “finished” sentence by pointing out the “subject/verb/object” components through the use of objects, images, and/or written sentences (depending on the student’s abilities).

11. Make sure the student knows that a finished sentence has to express a finished thought about a subject and what that subject is or does, and that use of specific vs. nondescriptive vocabulary is essential to clarify the message.

12. Create a list of the student’s most common unfinished statements and uses of nondescriptive terminology. Spend time with the student practicing how to make these statements or thoughts finished and make appropriate replacements of nondescriptive vocabulary.

13. Write down the attributes an excellent speaker possesses (e.g., rate, diction, volume, vocabulary, etc.) and have the student assess themselves on each characteristic. Establish a goal for improvement in only one or two areas at a time.

14. Make groups of cards containing subjects, verbs, adjectives, etc. Get the student to combine the cards in several ways to create finished sentences.

15. Urge oral output. Boost the student’s chances to connect orally, and give them with appropriate practice.

16. Focus on completeness of the student’s thought and not the grammatical accuracy of the statement. Praise finished thoughts that include specific vocabulary.

17. On occasions where speaking privately with the student, repeat their unfinished sentences and/or nondescriptive vocabulary with a rising inflection to indicate the need for additional information(e.g., “You saw the stuff in the sky?” or “Your brown dog … ?”) to see if the student recognizes the problem and spontaneously makes appropriate corrections.

18. Get the student to give process statements to sequence all learning experience s (e.g., how to make a peanut butter and jelly sandwich). Get the student to focus on making each statement a finished thought with specific vs. nondescriptive vocabulary.

19. Provide the student a factual statement and have them give several finished sentences relating to that topic.

20. Consider using a language development app. Click here to view a list of apps that we recommend.

21. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for ways to help students who stutter? If so, keep reading.

1. Praise the student every time they answer a question or make a spontaneous comment class.

2. Listen to the student when they display anger. Converse with the student about appropriate ways of dealing with these feelings.

3. Teach the student ways to repeat or rephrase a misinterpreted message rather than continuing to repeat the original message with the same error patterns.

4. Give the student a list of sentences and urge them to read these at a slow rate.

5. Attempt to give the student your full attention so they will not feel a need to hurry or compete with others for attention.

6. On occasions where the student is dysfluent during a conversation, explain that this happens to everyone at times.

7. Praise the student’s moments of relative fluency and emphasize that these occurred during moments when they were speaking slowly and easily.

8. Utilize a private signal (e.g., raise a finger, touch earlobe, etc.) to urge the student to use a slow speaking rate during classroom learning activities.

9. Record the student so they may listen to and assess their own speech.

10. Empathize with the student and explain that they are not less valuable as a person because of their dysfluency. Place emphasis on student’s positive attributes.

11. Get the student to practice techniques for relaxing (e.g., deep breathing, tensing and relaxing muscles, etc.) that can be employed when they start to speak dysfluently.

12. On occasions where the student experiences a severe episode of dysfluency, respond by paraphrasing/repeating the content of their message to confirm that the message has been grasped.

13. Consider using a language arts app. Click here to view a list of recommended apps.

14. Consider using a language development app. Click here to view a list of apps that we recommend.