Which strategy can best help differentiate instruction for 6th graders with reading disabilities?

Using highlighting in texts is an effective strategy to differentiate instruction for 6th graders with reading disabilities because it directly supports students in organizing and retaining information. By highlighting key ideas, vocabulary, or important details, teachers can help students focus on what is most relevant and enhance their understanding of the material. This strategy caters to different learning styles, particularly visual learners, by making the text more accessible and manageable.

In the context of reading disabilities, where students may struggle with processing large amounts of text, highlighting allows them to break down information into smaller, more digestible parts. This can boost their confidence and encourage them to engage more with the reading material. Moreover, highlighting can be used in conjunction with other supports, such as guided reading or discussion, enabling a more tailored approach that aligns with individual student needs.

The other strategies, while potentially beneficial in some contexts, do not specifically address the immediate challenges faced by students with reading disabilities in the same way highlighting does. For instance, allowing unlimited time can remove stress, but it doesn't teach specific skills or strategies for improving reading comprehension. Providing shorter texts may cater to younger students but doesn’t address the specific needs of older students facing reading challenges. Developing different evaluation criteria is important for assessment but may not directly impact the