Teach students with learning disabilities to make connections between what they know and new ideas as they read by modeling questioning and predicting strategies. For example, as you read aloud, stop and ask questions about the story or make a prediction about what may happen next.
Ask your students to clarify what they have read with each other. Ask students to read passages together, and have them share what they learned from the passage with each other. Encourage questions, comments, choosing a favorite part and discussion of unknown vocabulary.
Instruct students to identify difficult ideas or vocabulary when reading difficult texts by having them highlight words and phrases as they read. Have them use sticky notes instead of highlighters to flag unknown parts of a passage. Take time to discuss and define marked passages.
Teach students to reread difficult passages from a text by asking them to go back in a text and reread parts that were unclear to them. Have your students underline difficult passages as they read the first time so they can reread it after. Students can also keep a journal and write down the page and paragraph number to document difficult pieces of the text.
Provide dictionaries and note cards so your students can make flashcards of unknown vocabulary words. Review new words often.
Provide opportunities for students to hear text read aloud. Listening to text can help auditory learners recognize the benefits of reading aloud to themselves.