Learning differences, such as ADHD, are commonly misunderstood and incorrectly defined as difficulties and challenges in specific, compartmentalized subjects or environments. However, students with learning differences often struggle with other daily tasks and subjects that fall outside of reading and writing. Mathematics is perhaps the most notably overlooked skill set in this category, especially for students with dyslexia.
But why is math more challenging for students with dyslexia? What does the science say about dyslexia and mathematics? What are the most effective strategies which set students with dyslexia up for success when learning math? In this article, we will answer:
- What is Dyslexia?
- What Aspects of Math Are Most Challenging for Someone with Dyslexia?
- What Does the Science Say about Math and Dyslexia?
- What Instructional Accommodations and Approaches Are Most Effective for Math Students with Dyslexia?
- What are the Key Considerations for Teaching Math to Students with Dyslexia?
What is Dyslexia?
Dyslexia is a language-based learning difference that makes it challenging to process the phonological component of language, as well as reading comprehension, which leads to difficulty reading, decoding, and understanding words fluently. This learning difference exists on a continuum—from mild to severe—and it affects children with normal intelligence. Children with dyslexia may struggle to read words despite extensive studying and practice, and it often takes extra effort to decode letters, sounds, and words. While dyslexia typically affects a child’s ability to read, these difficulties can also impact one’s arithmetic.
What Aspects of Math Are Most Challenging for Students with Dyslexia?
Teaching mathematics to students with dyslexia presents numerous distinct obstacles, so it’s important to understand what exactly makes math challenging for these students. Unlike literacy instruction—which focuses on building structure from sounds and syllables to words and phrases—mathematics instruction relies on building concepts based on core pieces of information.
Math is made up of several core functions and facts. It requires learners to constantly retrieve these bits of information using pattern recognition and subitizing or recognizing a number of objects without actually counting them, to perform basic operations. Additionally, other aspects of math, such as sequencing or calculations, often depend on internal monologues and complete comprehension of the meaning behind the math.
Teachers must understand that using language-based instruction for students with dyslexia—such as telling a student what to do and in what order— is ineffective if the students don’t fully understand what they are doing and why.
Students must also be able to read and understand key terms essential in mathematics instruction, such as sum, variable, expression, equation, plus, minus, divided by, times, and so on. It may take students with dyslexia more effort and exposure to understand and recognize these words and their meanings.
What Does the Science Say about Math and Dyslexia?
Much like reading, math requires the use of several cognitive processes and systems. Therefore, different math facts require different instructional approaches based on the science behind how the brain executes a given mathematical operation. Evidence suggests that the retrieval of addition and subtraction facts is supported through pattern recognition and subitizing, whereas the retrieval of multiplication and division facts is language-based.
Modern neuroscience shows us that early numeracy or quantity recognition can be built with visual imagery, which can help instructors circumvent more language-based methodologies. Using more visual and multisensory tactics helps create multiple memory sources for the crucial early math facts, thus making efficient retrieval more likely.
What Instructional Accommodations and Approaches Are Most Effective for Math Students with Dyslexia?
When teaching mathematics to students with dyslexia, instructors should use evidence-based strategies. Many teachers begin with the number because they expect the students to know the language, but it’s often best to start with the language, as it’s the more difficult component for students with dyslexia. Instead, teachers should introduce quantity, real-life understanding, and then give it a name; “What is it made of and what is its name?”
Instructors should also aim to create meaningful math with real-life applications, but how is this done? Below are six unique strategies and considerations for successful math instruction for students with dyslexia.
Multisensory Instruction
The multisensory approach encourages the use of as many sensory modalities as possible and invokes hearing, seeing, speaking, and touching for simultaneous processing. The more the brain is involved, the stronger the associations become. Additionally, by utilizing a hands-on approach, the student benefits from the physical manipulation of concrete objects, helping to bring the abstract concept to life. As this becomes more familiar, the student can begin to transition into abstract problem-solving.
Multiple Representations
Research suggests that when students use multiple representations to illustrate math concepts, they work with several sensory areas, which aids memory and retrieval. For instance, when learning fractions, students who only color and shade different segments don’t retain and understand concepts, as well as students who physically cut objects apart with their hands. Find multiple ways to display basic math concepts to further instill these types of principles.
Prerequisite Skills
Mathematics is a vertical hierarchy of concepts. Students who fail to learn 3+4=7 may not recognize and understand that 30+40=70. Instructors should rely on previously learned sub-skills to help students make connections with new learning.
Restricted/Targeted Fact Practice
The concept of restricted/targeted math facts is the idea that the instructor includes only math facts that are currently being learned in the math problems that students are given. This provides targeted retrieval of these facts to move them to long-term memory.
Formatting and Near-Point References
Students with dyslexia may find traditional tools and formatting approaches challenging and overwhelming. Be sure to offer several near-point references at the outset of each lesson and keep them available throughout. Some suggestions include graphic organizers, number lines, reference sheets, visual dictionaries, ample white space to work out problems, and the removal of unnecessary words in math problems and directions.
Gross Motor Movement
When learning math, students with dyslexia may benefit from using large motor muscles to replicate and model different mathematical operations and concepts. This helps tie in muscle memory to the retrieval process. Some ideas for gross motor movement include “touch the sign, follow the line” or distinct hand motions for different math operations, such as making a “t” with their arms to model addition.
What are the Key Considerations for Teaching Math to Students with Dyslexia?
Ultimately, effectively teaching math to students with dyslexia requires strategies that support those with language difficulties. It’s critical to utilize explicit, repeatable, multisensory tactics to evoke numerous areas of the brain and enhance retrieval ability. Instructors should also consider the following ideas and factors within their lessons:
- Rate of speech
- Processing pauses
- Rhythm and chanting
- Patterns and formatting
- Explicit instruction in math vocabulary
- Breaking down instruction into sequential steps
- Tying back to visuals whenever possible
Additionally, the What Works Clearinghouse publishes practice guides with evidence-based instructional strategies to provide recommendations on directly impacting student learning.
How Hill Can Help
We can make a difference. Hill Learning Center is dedicated to transforming students with learning differences and attention challenges into confident, independent learners. Contact us if you’re interested in taking the next step.
Sources: IDA, Impact of Language-Based Challenges in Mathematics, Yale.edu