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Literacy for Children with Combined Vision and Hearing Loss

Strategy 4; Implement comprehension strategies during reading

What to Do

  1. Use direct and systematic instruction (e.g., time delay and system of least prompts)
    • Direct instruction using specific instructional prompting needs to be used when teaching and using the strategies highlighted below
    • Remember that students need to re-read the same books over and over
    • Remember to provide choices to the student of what book to read
  2. Use read alouds:
    • An adult reads to the student using props/objects, tactile cues, photos, line drawings, gestures, and /or signs;
    • Ask questions throughout the story;
    • Encourage the student to make predictions (e.g., what might happen next);
    • Object cues, tactile cues, photo cues, line drawing cues,  etc. should be used to support the read-aloud and student comprehension
  3. Use shared reading:  
    • During book reading, the adult may ask questions, give explanations, pose prompts, or call on a child to answer a specific question. The adult may focus on modeling reading to the children and helping them with various aspects of print awareness, such as learning that text is read from top to bottom and left to right. (retrieved from What Works Clearinghouse)
    • Object cues, tactile cues, photo cues, line drawing cues,  etc. should be used to support shared reading and comprehension
  4. Use guided reading:
    • In guided oral reading, students read aloud, to either a parent, teacher or other student, who corrects their mistakes and provides them with other feedback. (Retrieved from The National Right to Read Foundation 11.21.2012)
    • Object cues, tactile cues, photo cues, line drawing cues, etc. should be used to support the student's reading and comprehension during guided reading activities

Things to Consider

  • Are you using symbols demonstrated through an assessment process as being understood by the student?
  • Have you identified the key comprehension questions that you want the student to answer while engaged in reading the story (whether using read alouds, shared reading, or guided reading)?
  • Are you allowing enough time for the student to respond?
  • Are you taking into consideration issues such as clutter, contrast, etc. when presenting literacy materials?


Always Ask Yourself