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| Integrated Sensory Theory Although research on dyslexia is young and seemingly non-cohesive, many of the latest publications give a parting line of hope for future research. These researchers note that the common thread among the evidence lies in the fast-processing of the temporal and parietal lobes. To support this, researchers point to phonological studies performed on children with learning disabilities and, in part, on dyslexics. These studies indicate that phonological problems are traced back, not to the ear, but also to the temporal regions of the brain. In addition, the phonological processes most greatly affected are those which process rapid information (Tallal, 1996). Just as in the magnocellular visual pathway, a glitch in this rapid processing results in boggled and confused information, experienced, in this case, as distorted sound. These researchers have also linked phonological disorders to reading deficits, arguing that "the basic problem of dyslexics is their lack of phonological awareness -- inability to break words into individual phonemes." (Travis, 1996) For many researchers, the similarity between the phonological and visual deficits is a sign for the direction of future research. States Rutgers' professor Paula Tallal, "What's wrong with vision seems awfully similar to what's wrong with audition. It's a timing problem." (Travis, 1996). She and other researchers are now suggesting that the visual, phonological, and even vestibullary difficulties noted in most dyslexics may stem from an overall rapid-processing sensory deficit. A guide for Parents and Teachers. A leaflet produced for Maths Year 2000. 1. Introduction. Traditionally, dyslexia has focused very much on literacy - the learning of the reading and writing processes. For some dyslexic children and adults difficulties also transfer into the learning of mathematics. It is well known that dyslexic people are as able as many others but that they need to learn in ways which suit them best. Too many dyslexic children are put in low sets for mathematics where they receive "more of the same". Such methodology is of little value to them. As a result, frustration and tension grow. Many highly able dyslexic children are in these sets through misdiagnosis. It is hoped that many of them will be helped directly through the National Numeracy Strategy but, for those who are not, alternative methods must be found. We look forward to seeing both teachers and student teachers trained in the recognition of dyslexia within the area of mathematics as well as literacy. 2. What do we mean by "mathematics"? People often have difficulty with aspects of numeracy, for example, learning times tables facts, yet they can be successful in mathematics. Mathematics is made up of many varied topics such as shape and space. It is not just numeracy. Unfortunately mathematics begins with numeracy and it is these early experiences of numbers that can be so influential in setting the attitudes to learning mathematics. If these initial problems can be addressed then there are no reasons why a dyslexic pupil cannot achieve good grades in GCSE and beyond. 3. Why should there be difficulties in numeracy? It is not surprising that those who have difficulty in deciphering written words and learning patterns involving symbols should also have difficulty in learning the various facts, notations and symbols which are used in mathematics. If teachers are aware of the potential learning barriers and if they can present the work in ways which minimise these effects, then the dyslexic pupil can succeed in numeracy. The Numeracy Strategy will have some benefits for dyslexic pupils, for example, it encourages pupils to extend known facts as with deriving 4 x facts by doubling 2 x facts. The structure allows for frequent returns to topics thus allowing revision opportunities. There are also areas and approaches which will be less 'dyslexia friendly' such as the emphasis on rote learning basic facts and the general pace at which the Strategy moves along. 4. Possible pointers: � Speed of working. Is the person slower in doing simple + - x ? calculations than might be expected from her/his age and intelligence? � Addition and subtraction facts and multiplication tables. Does the person use finger counting (because recall from memory is slow, unreliable or not available)? Does the person have difficulty recalling times table facts other than 2 x, 10 x and 5 x? If asked for 7 x 2 does he/she start at 2 x 2 and count up to 7 x 2? � Counting backwards and counting from a different starting point. If the person is asked, say, to count backwards in twos or threes from 30 or to say which number is back 5 places from 21, does he/she have any difficulty? Is he/she slower and more hesitant when counting on in tens from, say 13 (instead of 10)? � Adding up a column of numbers. Is there a preference for doing several small sums rather than adding up the whole column? Does he/she lose track of the addition and keep re-starting? Does he/she use tallies? � Direction. Does he/she find the second of these questions harder or slower to do: From 76 take away 35. Take away 42 from 85. Is there a general tendency to start in the wrong place? � Understanding the language of mathematics. Numeracy has a broader and more varied range of language than, say algebra. For example, there are several words that can be used to imply add or subtract. In addition to this, these words may also have everyday meanings such as 'take away'. |
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