Question: How can I tell that students are dyslexic if they're not reading aloud? Last week a high school teacher in my course asked how she might be able to tell that a student may be dyslexic if they don't read out loud in her class. Once a student moves into upper...
Too often math classes start off with a lot of math problem-solving that can result in students in getting lost. Sometimes the problem is that math explanations overload working memory; other times, students struggle because they can’t listen for understanding at the same time they are trying to take notes, leaving them to figure out […]
Fractions and decimals can drive a lot of us crazy. After learning “big” or “long numbers” are larger, suddenly fractions and decimals come along to flip these assumptions upside-down. For dyslexic students, care must be taken at the first step of understanding the equivalences among the different representations of fractions and decimals before moving onto […]
If you're the parent of a third grade child with dyslexia in the public school system, your student may be having an especially difficult time. Some of the struggle might be understandable as classrooms attempt to move past learning to decode to reading to...
In the many years Brock and I spent testing and listening to dyslexic students at every level of education, we often heard first hand accounts of how they learned how to tackle difficult subjects and bypass school-related challenges. As research studies bear out (for instance, see Kirby’s study of dyslexic university students), many dyslexic students […]
How often do individuals with dyslexia also have dyscalculia, a specific disability in math? As many as 60% of of dyslexic students may also be dyscalculic, but math difficulties are rarely tested for in schools, so specific needs for a particular student are rarely...
With math scores lagging tremendously due to pandemic-related school, many of us may suddenly find ourselves responsible for supervising (if not tutoring) math. If that’s the case, it’s important to keep in mind the big picture of math learning. Of course the issue of conceptual and procedural learning apply to all subjects, not just […]
Some of you may remember research in the past that showed that individuals with dyslexia have more difficulty screening out background noise (discussed in the news HERE). Students or adults with this difficulty can usually request quiet area for work or test-taking under the ADA or Americans for Disabilities Act. Now another research group […]
Conventional lecture courses for subjects with problem sets can be inefficient. For dyslexic students if the information comes in too quickly, they can’t follow steps as a teacher works through problems in real time. A recurring scenario for many students (and not just the dyslexic ones) is that to truly understand, the students must […]
“For as long as I can remember, numbers have not been my friend. Words are easy as there can be only so many permutations of letters to make sense. Words do not suddenly divide, fractionalize, have remainders or turn into complete gibberish because if they do, they are gibberish. Even treating numbers like words doesn’t […]
Because of the work of reading dense text and the fact that skimming can be difficult (if not impossible) for students, reading and re-reading alone are often not the most efficient ways for students to study for exams or file information into their long-term memories. FLASHCARD APPS Many students know that […]
Recently, I discovered the math activities of Ronit Bird. Ronit Bird is the author of several books about Dyscalculia. She has helpful tips for parents and teachers about concrete manipulatives and building up a sense of number through activities more than worksheets. I confess, I wish I had had this more when I was […]