1. Allow students to arrange for books to be recorded onto tape.
2. Provide handouts with questions for each chapter of the reading assignment (to be used as a study guide).
3. Allow shorter passages to be read aloud by tutor or instructor.
4. Allow extra time for reading to compensate for decoding difficulties.
5. Be sensitive to students' difficulties reading aloud. They may be extremely embarrassed to attempt this task.
6. Allow underlining of text.
7. Choose course texts carefully and critically in order to reduce the frequency of replacement. (In this way the student may choose to purchase the book before the beginning of the semester). Check for organization and format, presence of final chapter summaries, generous use of subheadings, effective use of graphics, functional glossaries, indexes and appendices.
8. Encourage students to use strategies for reading (e.g., SQ3R, mapping, outlining, questioning, paraphrasing, surveying, skimming, scanning, annotating, etc.)
9. Relate reading assignments to topics in your class syllabus to provide an overall structure for understanding.