{"content":[{"text":"DYSLEXIA AND MATHS","bbox":{"left":0.350019,"top":0.086492,"width":0.303428,"height":0.021337999999999996}},{"text":"About 20 percent of the population struggle in Mathematics. One of the \n reasons for this statistic is that it is an abstract subject with its own language \n and symbols. How can we engage a student who has difficulty in processing \n symbols? How can we teach Mathematics concretely?","bbox":{"left":0.121822,"top":0.119386,"width":0.742973,"height":0.068948}},{"text":"How is Maths performance impacted by dyslexia? Currently, the most developed \n theory of dyslexia is the ‘phonological deficit’. Because Mathematics isn’t usually \n associated with ‘words’, or ‘sounds’, the impact of dyslexia on Maths performance \n (beyond difficulty in reading worded problems) is often overlooked. However, \n differences in the structure and organisation of the dyslexic brain can create specific \n challenges in Mathematics that are added to its inherent challenges. According to the \n International Dyslexia Association, about 50% of dyslexics experience significant \n difficulty with many aspects of Mathematics, in particular with learning of number \n bonds, number fact retrieval, number operations, understanding of place value, recall \n of sequences, mathematical vocabulary, solving of word problems and \n understanding of time and money. These difficulties should be addressed with \n research-based strategies and high-quality materials that utilise learning strengths, \n such as the Math-U-See program.","bbox":{"left":0.121822,"top":0.199777,"width":0.7591,"height":0.22801799999999997}},{"text":"What are the inherent challenges of Mathematics? In Mathematics, large bodies \n of arbitrary information have to be efficiently stored mentally to allow automatic \n access and retrieval. It is a cumulative, building-block subject - failure to master and \n remember facts, concepts or procedures at one level can make it difficult to achieve \n at higher levels of the curriculum. Mathematics makes significant demands on \n working memory. Greater emphasis is put on speed of working in this subject than in \n any other. It requires neatness and precision. Errors in thinking are more often drawn \n to attention and corrected than in other subjects and so Mathematics anxiety and \n avoidance behaviours can develop.","bbox":{"left":0.121822,"top":0.439238,"width":0.757487,"height":0.15732000000000002}},{"text":"The core difficulties of dyslexia include:","bbox":{"left":0.121822,"top":0.607716,"width":0.383278,"height":0.01592400000000005}},{"text":"1. Phonological awareness – ability to recognise the sounds in words and \n manipulate them. The obvious impact of this in Maths is difficulty in reading word \n problems but research also suggests that phonological processing impacts directly \n on aspects of mathematics that rely on the manipulation of verbal codes (e.g. \n counting speed, number fact recall)","bbox":{"left":0.121822,"top":0.635083,"width":0.735391,"height":0.08662200000000009}},{"text":"2. Naming Speed – ability to quickly name visual stimuli including letters, words, \n numbers, symbols or pictures. Processing speed is regarded as very important in \n Mathematics. In a classroom study, Steve Chinn (1995) found that dyslexic pupils \n took about 50% more time to complete a set of arithmetic questions than their non- \n dyslexic peers.","bbox":{"left":0.121822,"top":0.732863,"width":0.7376689999999999,"height":0.08662199999999998}},{"text":"3. Orthographic Processing – ability to process (and remember) visual symbols – \n letters, words, numbers, and the multitude of mathematical symbols as well as \n musical notes.","bbox":{"left":0.121822,"top":0.830928,"width":0.740957,"height":0.05127300000000001}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}