Introduce new material in a context rich, associative environment: Remember that retrieval is enhanced by the number and amount of other material attached to new information.

Provide cues, prompts or hints to help focus students: Provide additional information, descriptions, the first sound, associated features, other items in the category, etc. to help a student focus on the pertinent area for retrieval.

Provide a choice of answers: Students with word finding difficulties often know the correct answer, but are unable to retrieve the specific term.

Create alternatives to oral class participation: To enable the student to share his knowledge of the topic under study, provide creative alternatives to oral class participation.

Make arrangements to call upon the student when he volunteers: This accommodation reduces the retrieval demands on the student.

Allow ‘thinking time’; monitor external pressure when latencies occur: Students with word finding problems need more time to make neurological connections.

Limit timed activities and performances: It stresses an already overworked neurological system for the student with word retrieval problems.

Vary the type of assessments you use: Open-ended questions are extremely difficult for students with word finding problems. Consider adding a word bank to the cloze format, or using a multiple-choice, true/false, or matching columns for test formats

Provide mnemonic devices: Whenever possible, provide the student with mnemonic devices to aid in word retrieval.