The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.

Working with Number and Mathematics

Working with number and mathematics

Chapter Objectives

By the end of this chapter you should:

  • understand why dyslexia can affect the development of numeracy skills;
  • understand the definition of dyscalculia;
  • understand the definition of dyspraxia;
  • have reflected on dyslexia and dyscalculia and their comorbidity with dyslexia;
  • as a mathematics specialist, have reviewed your support for all students with SpLD in your lessons.

This chapter addresses the following Professional Standards for QTS and Core:

Q10, Q12, Q17, Q23, Q26, C31, C35, C37a

Introduction

This chapter looks at mathematics and numeracy in relation to the dyslexic learner. It is divided into two sections. The first section seeks to develop your understanding of the dyslexic learner in relation to numeracy. It defines the difference between dyslexia and the less well understood SpLDs of dyscalculia ...

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