‘If a child does not learn the way you teach then teach him the way he learns.’

Two American school teachers noticed that their students tended to prefer one of the two ways their teachers explained math. The inchworm style was part-to-whole, dutifully performing incremental step-by-step pencil work, following the solving of math problems more like a recipe than an intuitive leap. The grasshopper, on the other hand, was the big picture
leaper, more likely to subtitute numbers (rounding up or down), use mental math strategies, working backwards from an example solved question.

What strategy to most dyslexic students prefer?  The answer  seems to vary. In UK research (Chinn et al., 2001), dyslexic inchworms seemed to outnumber grasshoppers, but Miles and Miles (also in the UK) speculated that iw as “reasonable to suppose that dyslexics, because of their memory limitations and problems of symbolic representation, would on the whole tend to be grasshoppers…if this is so they would be onseriously at risk in a group where the teacher and most of the pupils were inchworms.”