• Allow for spelling errors
  
• Allow student to use either cursive or manuscript
  
• Set realistic and mutually agreed upon expectations for neatness
  
• Let student type, record, or give answers orally instead of writing
  
• Avoid pressures of speed and accuracy
  
• Provide copies of notes
  
• Reduce the amount of copying from text and board
  
• Keep written assignments and work area free from extraneous and/or irrelevant distracters
  
• Review visual task with student and make sure student has a clear understanding of all parts of the assignment
  
• Avoid cluttered worksheets by using techniques such as blocking (blocking assignments into smaller segments); cutting (cut worksheets into sections); and highlighting, color coding, or underlining
  
• Give written directions to supplement verbal directions
  
• Keep statements simple and avoid the use of metaphors, idioms, and puns
  
• Familiarize student with any new vocabulary before beginning the lesson
  
• Alert student's attention before expressing key points
  
• Use visual aids such as charts and graphs
  
• Use manipulative, hands-on activities whenever possible
  
• Cue student by calling his/her name before asking questions
  
• Always demonstrate how new material relates to previously learned information
  
• Contract with student and use rewards for completing of contract
  
• Check the student's notebook to ensure the use of dividers, assignment sheets, and calendars
  
• Provide a due date on written assignments
  
• Provide a specific place for turning in completed assignments
  
• Other

Reference:

Interventions for Prereferral taken from "Making Modifications in the Classroom: A Collection of Checklists," Arlington County Public Schools, Arlington, Virginia.