A student has a reading disability and struggles with recalling information from texts. What is the best strategy for the teacher to support this student?

Teaching comprehension strategies, such as self-questioning, is highly effective in supporting a student with a reading disability. This approach empowers the student to take an active role in their reading process, encouraging them to engage with the text on a deeper level. By prompting the student to ask themselves questions about what they are reading, they can enhance their understanding and retention of the material. This method not only helps improve recall but also builds critical thinking skills, ultimately fostering greater independence in their learning.

In contrast, directly reviewing the material with the student, while beneficial, may not promote the development of independent comprehension skills as effectively as teaching self-questioning does. Allowing extra time for reading provides accommodation but doesn’t necessarily address the underlying issues with processing and understanding the material. Providing summarized notes may offer some assistance by condensing information, but it can inadvertently reduce the opportunity for the student to engage with the text in a meaningful way. Therefore, focusing on teaching active comprehension strategies is the most dynamic and supportive approach for this scenario.