Strategies

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