Dys….calculia?

One of the many difficult realities of dyslexia is that it is often accompanied by a number of related conditions.    When we’re talking about dyslexia, often people need to know what exactly it is… And how do you know if a child -if your child – has it….and finally how to help them overcome their difficulties.

I am comfortable that Orton Gillingham based tutoring is the right method to explicitly and systematically teach reading and spelling.  Penmanship can still be an issue..especially with older children – so keyboarding skills can be promoted.

But then there’s math.  It’s amazing how many teachers are “not good” at math.  But then it’s likely equally amazing how many teachers are dyslexic.

In doing much reading on line and in discussions with parents I believe that as much as the process of math itself can be the issue….the language of math can often be the true block to learning.

I encourage resource teachers to compile lists of words or phrase that indicate which function will be used in a math  problem.   A cheat sheet of columns indicating that “sum”, “total”, “altogether” etc are suggesting an addition problem, can at least get kids started.   Follow up can then be assistance with decoding words or phrases and discussing their meaning with respect to setting up the equation.

Other solutions are making math VAK/T using systems like Math U See …which like the OG system is explicit systematic, sequential and uses stories and visuals to make the learning stick.

 

What other systems have tutors had success with?   And what solutions have been found for math language issues? I’d love to hear from you.

Dys..calculia. …just another difference in the way we learn.