Dyslexia and Maths

Although dyslexia is commonly known as a language based difficulty, between 50 – 60% of children with dyslexia will experience some difficulty with learning maths. These difficulties may not be directly related to mathematics. To understand why this is, we need to take a look at the abilities that underpin learning, often referred to as information processing systems or cognitive learning systems. Simply put, we all draw on these systems for meaningful learning to take place, as well as in daily life.

• Spatial ability (click here for definition)                              
• Discrimination ability (click here for definition)
• Sequencing ability including left/right directionality (click here for definition)                                           
• Visual and auditory perceptual processing (click here for definition)                                        
• Language ability – expressive and receptive (click here for definition)
• Inter-sensory organisation (click here for definition)
• Memory – working, short-term, long-term (click here for definition)
• Sustaining attention (click here for definition)

To see how these systems affect learning let’s, for example, look at sequencing – the action of following in order. Children will draw on this system for: spelling - to order letters in a word, to order words in a sentence, to work from left to right when spelling, writing and reading, to order numbers in a given sequence, to order 2-3- and 4-digit numbers. If a child has a deficit in this system, this will affect h/her ability to read, write, spell as well as work with number.

Children with dyslexia will have deficits in some or all of the following:

• Oral language weaknesses (click for more information)
• Sequencing difficulties including left/right orientation (click for more information)
• Memory limitation, short term, long term and working memory (click for more information)
• Visual and auditory processing (click for more information)
• Slow processing speed (click for more information)                          
• Weak conceptual knowledge (click for more information)

The most effective means of solving these difficulties is with multi-sensory input – visual, auditory, kinaesthetic, or VAK. We need to, where possible, and as early as possible, make the learning visible, tangible and not ‘top’ heavy with language based learning.

Many mathematicians describe mathematical thinking as spatial and visual.  This describes the thinking processes of children using Structural Arithmetic materials. Every time a child picks up a block and works with a maths device, they are using spatial thinking.  Structural Arithmetic incorporates the development of the above cognitive systems and provides VAK learning throughout.

Although the word arithmetic is deemed to be rather old fashioned these days, it is the branch of mathematics that is crucial for all other branches of maths learning, as such we need to provide children with every opportunity to master this level of understanding before moving them on to higher levels.

HOW?

Structural Arithmetic teaching and learning uses specific maths devices and concrete representations of numbers in the form of unit blocks of varying lengths (click) and a series of specific number patterns (click). The teaching is broad based providing for more horizontal as well as vertical learning. A daily drip feed is as we all appreciate, far better and more effective than a lot once or twice a week.