Ask the students to relate them with the story to be able to come up with their meanings before confirming the meanings from the dictionary.
This strategy is appropriate when the teacher has some knowledge of the student’s specific disability (AccessStem, 2013). It is developed in an interesting way that will make the students interested to participate in the learning process. The objective of this strategy is to ensure that every bit of it is applicable and easily understandable to the students (CWN, 2013). It should be applicable in life for them to internalize every concept.
For the beginners and lower levels, handwriting activities are appropriate before the actual writing. Vocabulary and expressive language skills could be used to motivate the student’s participation. This can be gotten from the previous reading exercise where the student now uses the vocabularies in writing.
Provide students with a topic or enough background information to be used in creating the ideas. Give the students a direction on how to plan, draft, and organize the ideas to be able to come up with a comprehensive work. This should be done through intervention strategies that guide the student on how to meet the requirements while still developing their writing skills (Province of British Columbia, 2011).
Word study strategy is an alternative to traditional spelling instructions (Leipzig, 2013). It aims at learning word patterns instead of the traditional way of memorizing words. A student gets the opportunity to explore word patters to be able to learn to spell a word at a time. This strategy is more effective since it allows students to grow a sense of dependency where they can relate any word to some pattern instead of relying on memory that often fails for ID students (Vesd, 2004).
Teach the students the difference between word patterns. Provide flash cards with words that have similar letters but with different word patterns. For example, the