An very good rearching article for working with children who identified with learning disabilities, including dyslexia and dyscalculia, receive the appropriate assessment and intervention services.
For learning mathematics and reading, a number of empirically-validated practices are available. In increasing intensity, four are presented here: (a) Task analysis; (b) Explicit instruction; (c) Multisensory instruction, and (d) Field-dependent approaches.
Task analysis – Task analysis means to break a task down into small steps and sequentially prompt each step for students (Browder, Jimenez & Trela, 2011; Witzel & Riccomini, 2007).
Explicit instruction – The cornerstone of explicit instruction is gradual release from teacher knowledge to student knowledge.
Multisensory instruction – Teaching new content through multiple representations has long been supported for students with learning difficulties in reading and mathematics.
Field-dependent approaches – Field-dependent approaches rely on progressive scaffolding of fully worked examples to help guide a student through a process of understanding. Field-dependent learning relies on a teacher’s
Witzel & Mize, 2018, S. 34
Referens:
Meeting the Needs of Students with Dyslexia and Dyscalculia
Witzel, Bradley; Mize, Minnie
SRATE Journal, v27 n1 p31-39 Win 2018
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