Reading and Mathematics [Premium]

Reading and Mathematics [Premium]

“Mathematics texts are more conceptually dense than almost any other type of text…Additionally, reading mathematics often differs from other types of reading because in addition to reading left to right and top to bottom, students must jump around the page to associate text with tables, graphs, symbols, and vice-versa…” The subject of reading in math class often receives very little attention in explicit instruction, because most math teachers receive little training in the specific needs of dyslexic students; in some cases, neglect of these needs may the primary reason that students underperform in this important school subject. Math teachers get little or no instruction in teaching students with dyslexia, although dyslexic students are likely to comprise 1 in 5 of their students. “…many mathematics textbooks […]

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The Remediated Student – WHAT TO EXPECT [PREMIUM]

The Remediated Student – WHAT TO EXPECT [PREMIUM]

For the overwhelming majority of dyslexics, early intervention helps with the decoding step of reading. Usually 2-3 months of intervention is enough to see a measurable  difference, and at least in our experience, 1-3 years to bring most children from failing their grade to being able to keep up in diverse subjects at grade-level with appropriate accommodations and sometimes modifications in place. What Should a Teacher Expect with a Remediated Student? Remediated students can vary a great deal depending on whether they are gifted, dysgraphic, dyspraxic, dyscalculic, have attention or working memory difficulties, or English as a Second Language. In general, though, students who have successfully been remediated are able to decode text on grade-level, but may still have slow and inaccurate reading, difficulty reading aloud, […]

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Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

Dyslexia-FRIENDLY Foreign language Instruction [PREMIUM]

Because dyslexia has significant challenges that make foreign language learning difficult (e.g. impaired phonemic awareness, limitations on auditory verbal working memory, weak rule-based memory and syntax, etc.), many students request and are granted foreign language waivers. That being said, there are many students who can do well at foreign language learning, and alternative classrooms should be considered in order to help more students achieve proficiency in a second language. From Dr. Jonathan Arries: “Studies suggest that students with LDs may experience difficulties with the following tasks: 1) imitation and differentiation of vowel sounds 2) orthography 3) vocabulary acquisition 4) comprehension and memory of spoken instructions 5)reading comprehension passages 6) comprehension of written instructions 7) application of grammar rules taught inductively….Javoarsky, Sparks, and Ganschow indicate some […]

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MATH: When Words Get In the Way [Premium]

MATH: When Words Get In the Way [Premium]

  For dyslexic students, the language of math can confuse and obscure. Teachers, tutors, and parents should be aware that language could be interfering with math performance and not mathematics itself. From Dyslexia and Mathematics: Here is an example of a dyslexic student’s sharing of how she becomes confused by what a teacher is saying. The capital letters indicate words that required her to stop and think. Teacher: “We are going to TAKE 25 FROM 61. WRITE DOWN 61 first (I sometimes wrote the first figure I heard before the second one). WRITE DOWN 25 UNDERNEATH it. Put the 2 UNDER the 6 and the 5 UNDER the 1. Draw a line UNDERNEATH. Start at the bottom on the RIGHT. Take 5 AWAY FROM 1. […]

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