Hammill Institute on Disabilities

Read and DrawAuthor(s): Betty MartinSource: Learning Disability Quarterly, Vol. 6, No. 4, Cultural Pluralism (Autumn, 1983), p. 537Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510547 .

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-LDQ- APPLICATION . . .

5. Students choose an appropriate title for a story.

6. Students describe the mood of the story. 7. Students answer questions which require ex-

trapolating from the information given. 8. Students choose a word from the story and

create rhyming words. 9. The teacher changes the punctuation to

achieve a different intonation. Students must identify the change in meaning.

The following activities can be carried out with complete stories:

1. Students compile stories into "books" which may be read to younger students or recorded for use as a listening post-activity.

2. The teacher leaves off endings of stories and asks students to make up an ending.

3. Students develop questions about their own stories to be answered by other students who have heard the stories.

- Sandra Martinez San Diego City Schools

"SECONDARY SENSE" The following may be used to help secondary

students with reading problems understand lesson content.

To introduce lesson vocabulary, teach to small groups and use visuals and demonstration. For example, in a unit on how to use a checking ac- count, each section of the check should be iden- tified, named, and labeled. The process of writing and cashing a check is acted out with an emphasis on use of appropriate vocabulary. In this manner, students have an opportunity to use the relevant vocabulary and review the pro- cess orally. Visuals are used extensively to aid understanding.

Another effective way to help limited-English proficient students overcome feelings of isola- tion, reduce anxiety, and reinforce oral language and reading skills is to pair them with a fluent English speaker/reader. The teacher can for- mulate questions appropriate for students' ability

levels so that everybody has an opportunity to be involved in class discussions.

-Sandra Plaskon San Diego City Schools

READ AND DRAW Students who have difficulty writing book

reports may be given the option of drawing or il- lustrating the most important sections of the book. A combination of drawing and writing is yet another approach to such assignments. For example, the report might be developed as a cartoon with characters expressing the major ideas of the book in dialogue "bubbles". A book report can also take the form of a rebus. At the end students may present their reports orally to the entire class.

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- Betty Martin Boulder Valley Schools

Volume 6, Fall 1983 537

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