Management of Reading Disorder

Over the past 30 years, a great deal of research has been done to identify the most
effective reading interventions for students with learning disabilities who struggle with
word recognition and/or reading comprehension skills. Martin, Martin and Carvalho
(2008) reviewed a study by the U.S. Department of Education which reported in 2002
that the majority of the approximately 2,887,217 children receiving special education
services were identified with a learning disability in reading. The number of children
identified as having a reading disability has grown considerably.
The preferred methodology for teaching reading fluctuates because of on-going debates
as to which methods are most effective. For a reading program to be effective, the
program must combine various methodologies based on each child's needs while at the
same time implementing the principal techniques of the program.

Intervention Strategies: Following suggestions and strategies may help children who
have language problems i.e problems with decoding, comprehension, or reading
retention (NSOU, B.Ed. Special Education SLM, 2016):

● Play word games. Word games and puzzles are fun and also build vocabulary and
word understanding. Try crossword puzzles, word bingo, etc.
● Read every day. Encourage children to read directions, labels and signs in the
classroom, at home,in the car, and at stores or shops, and have them take turns reading
aloud with a classmate, parent, or sibling. Discuss in class or at home what you are
reading.
● Model reading as an enjoyable activity. You might informally discuss what you are
reading with your child or let him or her see family members or teachers enjoying
reading. Have DEAR time several times a week where everyone "Drops Everything And
Reads" for 20 minutes.
● Put learning to use. Help children remember by having them explain, discuss, or apply
information they have just read, letting them "teach" you facts or ideas they have
learned from their reading, or encouraging them to act out characters from their reading
selections.
● Listen to books. Child may benefit from listening to his or her textbooks and trade
books on tape or by using assistive technologies like screen readers.
● Read to children every night. Read novels above his or her reading level to stimulate
and enrich language,creativity, and interest. Ask structured questions and encourage
the child to predict multiple endings to each chapter.
● Engage children's senses while learning. Children with learning disabilities learn best
when they use many of their senses to get information. Multisensory instruction allows
the child to see, hear, touch, and act on our words. For example, to learn letters children
may read the printed letter, say the letter name, shape the letter out of clay, trace the
letter onto paper, and from their bodies into the shape of the letter.

Beyond phonics, there are key intervention strategies that do not necessarily isolate
students from one another by sorting them into leveled groups. A few highlights include
(Lexia, 2016):
Peer-Assisted Learning Strategies (PALS) exercises pair strong and weak readers who
take turns reading, rereading, and retelling.

2. Teacher Read-Aloud
This activity, says Julie Adams of Adams Educational Consulting, is "perhaps one of the
most effective methods for improving student fluency and comprehension, as the
teacher is the expert in reading the text and models how a skilled reader reads using
appropriate pacing and prosody (inflection)." Playing an audiobook achieves similar
results.

3. Shared Reading/Modeling
By reading aloud while students follow along in their own books, the instructor models
fluency, pausing occasionally to demonstrate comprehension strategies.

Improving reading skills involves a combination of strategies that target various aspects
of reading, such as comprehension, fluency, vocabulary, and engagement. Here are
several effective educational techniques to help improve reading:

1. Phonics Instruction

● What it is: Phonics teaches the relationship between letters and their sounds. It
helps readers decode (sound out) words.
● How it helps: Provides a foundation for word recognition, which is essential for
fluent reading.
● Techniques:
○ Focus on letter-sound correspondence.
○ Practice blending sounds to form words (e.g., "c-a-t" = "cat").
○ Use games like word sorts or rhyming activities to reinforce sound
patterns.

2. Guided Reading

● What it is: A teacher or tutor works with small groups of students at a similar
reading level to provide targeted instruction.
 ● How it helps: Provides a scaffolded approach to help students improve their
reading comprehension and fluency at their own pace.
● Techniques:
○ Discuss the text before reading to activate prior knowledge.
○ During reading, pause to ask questions and check comprehension.
○ Provide feedback and strategies for decoding unfamiliar words.

3. Repeated Reading

● What it is: This technique involves reading the same text multiple times to
improve fluency and comprehension.
● How it helps: Builds speed and confidence, making it easier for readers to
recognize words and understand them in context.
● Techniques:
○ Choose short passages or stories.
○ Read aloud, focusing on accuracy and expression.
○ Gradually increase reading speed while maintaining comprehension.

4. Pre-Reading Strategies

● What it is: Before reading a text, students engage in activities to build

background knowledge and set a purpose for reading.
● How it helps: Activates prior knowledge and prepares students to understand
and engage with new content.
● Techniques:
○ Discuss the title, cover, and any illustrations or pictures.
○ Ask students what they already know about the topic.
○ Predict what the text might be about based on clues.

5. Contextual Clues

● What it is: Encouraging students to use surrounding words or phrases to figure

out the meaning of unfamiliar words.
● How it helps: Develops independent reading strategies and enhances
vocabulary development.
● Techniques:
○ When encountering an unknown word, encourage students to reread the
sentence or paragraph.
○ Look for synonyms, antonyms, or explanations in the text.
○ Use the overall context of the passage to hypothesize the meaning.
6. Think-Alouds

● What it is: A strategy where the teacher or reader verbalizes their thought
process while reading to demonstrate how they approach a text.
● How it helps: Makes the cognitive process of reading visible, helping students
develop their own strategies for understanding.
● Techniques:
○ As you read, articulate how you’re making predictions, asking questions,
and clarifying confusing parts.
○ Encourage students to ask questions and share their thoughts about the
text.

7. Reading Comprehension Strategies

● What it is: Explicit instruction in strategies that help readers understand and
remember what they’ve read.
● How it helps: Improves the ability to recall, analyze, and interpret text.
● Techniques:
○ Summarization: After reading a section, have students summarize it in
their own words.
○ Visualization: Ask students to picture the events or scenes in the story.
○ Questioning: Teach students to ask questions about the text and seek
answers.
○ Making Inferences: Encourage students to read between the lines and
use clues to understand implicit meanings.

8. Reading Fluency Practice

● What it is: Fluency is the ability to read smoothly and quickly, with good
expression and accuracy.
● How it helps: Fluent readers spend less energy decoding words and more
energy on understanding the meaning.
● Techniques:
○ Practice reading aloud regularly with a focus on expression and accuracy.
○ Use texts that are at the appropriate level of difficulty—challenging but not
too difficult.
○ Use digital tools or apps that track fluency and offer feedback.

9. Vocabulary Instruction
 ● What it is: Teaching students specific words and strategies for learning new
words.
● How it helps: Expands the student's word bank, which is crucial for reading
comprehension and fluency.
● Techniques:
○ Teach word roots, prefixes, and suffixes to help students deduce the
meanings of unfamiliar words.
○ Introduce new words in context to increase retention.
○ Use visual aids like word maps or flashcards to reinforce vocabulary.

10. Reading Aloud (Shared Reading)

● What it is: A teacher or parent reads a text aloud while the students follow along,
or students read aloud in pairs or groups.
● How it helps: Demonstrates fluent reading and gives students a model for
pronunciation, intonation, and expression.
● Techniques:
○ Choose books that are slightly above the students’ independent reading
level to challenge them.
○ Pause and discuss the text during reading to check for comprehension.
○ Have students take turns reading parts of the text aloud.

11. Interactive or Digital Reading Tools

● What it is: Using technology (e.g., apps, websites, audiobooks, e-readers) to

support reading.
● How it helps: Provides additional engagement and reinforces skills like fluency
and comprehension through interactive features.
● Techniques:
○ Use apps that allow students to listen to texts while reading along.
○ Use e-readers with built-in dictionaries to support vocabulary
development.
○ Incorporate online quizzes or games to check comprehension in a fun,
low-pressure environment.

12. Peer Reading and Discussion

● What it is: Students read together in pairs or small groups and discuss the text
afterward.
● How it helps: Encourages collaborative learning and can improve
comprehension through peer explanation.
 ● Techniques:
○ Have students take turns reading parts of a story aloud to each other.
○ After reading, ask students to share what they understood and ask
questions about the text.
○ Encourage them to explain difficult sections to one another, which
reinforces learning.

13. Set Realistic Goals

● What it is: Establishing achievable reading targets based on the student's level.
● How it helps: Provides motivation and a clear sense of progress.
● Techniques:
○ Set goals for the number of pages or books to read each week.
○ Offer rewards or incentives for achieving these goals.
○ Review progress regularly and adjust goals to ensure they remain
challenging yet attainable.

14. Reading Strategies for Struggling Readers

● What it is: Tailored approaches for students who find reading difficult.
● How it helps: Ensures that all students have the tools to improve, regardless of
their starting point.
● Techniques:
○ Provide extra time for reading and comprehension exercises.
○ Use audiobooks or text-to-speech tools to support reading.
○ Break texts into manageable sections and focus on small chunks at a
time.

Conclusion

Improving reading is a multifaceted process that requires consistent practice, guidance,

and a variety of strategies to support learners at different stages. Whether you’re
working with beginners or more advanced readers, using a combination of the
techniques above can lead to substantial improvement in reading skills. Regular
assessment, feedback, and encouragement are also key components in helping
students become more confident and proficient readers.

Management of Writing Disorder

Writing is one of the most important tools for learning and showing what someone has
learned (Harris & Graham, 2013). It requires the ability to plan, produce text, revise, and
self motivate (Santangelo, 2014) which can be a difficult academic skill for many
students. It is even more difficult for students with a learning disability (LD) who have
executive functioning deficits that affect how they "receive, store, process, retrieve,
express, or manipulate information" (Cortielle & Horowitz, 2014, p. 3). Executive
functioning helps people manage time, pay attention, switch focus, plan and organize,
remember details, and do things based upon personal experiences (Bhandari, 2015).
Poor executive functioning skills make it difficult to plan how much time should be
dedicated to the writing process, plan ideas during prewriting, organize topics within the
paper, and use memory to relate text-to-self ideas.

Dysgraphia is the term associated with a specific learning disability in writing. Cortielle
and Horowitz (2014) described characteristics of dysgraphia as"a tight, awkward pencil
grip and body position, tiring quickly while writing,avoiding writing or drawing tasks,
trouble forming letter shapes as well as inconsistent spacing between letters or words,
difficulty writing or drawing on a line or within margins, trouble organizing thoughts on
paper, trouble keeping track of thoughts already written down, difficulty with syntax
structure and grammar, large gap between written ideas and understanding
demonstrated through speech."

INTERVENTION STRATEGIES:
Some of the following writing strategies and suggestions may help children who are
experiencing problems with writing. Many of those listed are accommodations designed
to work around a child's differences by offering alternate approaches at home and
school. Choose the strategies that you think might be helpful to your child. (PBS
Parents, n.d)

● Create a safe environment for writing.

Balance feedback between what is good about the writing and what needs
improvement, always highlighting whatever is positive in a child's writing and
avoiding direct comparison to other children's work.
● Make your expectations explicit.
Clarify your expectations when presenting an assignment or giving directions to
children by telling them the process you want them to use to write a report and by
modeling that process for them.
● Evaluate content and mechanics separately.
Help a child to see that he or she may have good ideas and still need to work on
a particular writing sub-skill. Always correct any grammatical or other speech
errors in private and do so in a respectful way.
● Encourage a variety of writing activities.
 Keeping a daily journal can be motivating and can provide needed writing
practice. Consider other fun writing assignments such as writing to pen pals or
suggest that your child compose songs or record family trips.
● Encourage free writing. Set a time each day during which children can write
about anything that interests them. Stress that no one else will read or evaluate
what he or she writes.
● Separate the creative aspects of writing from the motor aspects.
Some children who struggle with the physical process of recording their own
ideas benefit from dictating assignments to a parent or someone else.
● Allow enough time for each assignment.
Help children estimate how long a given task will take to complete. Consider
giving them additional time to complete a written assignment or test rather than
have something due at the end of the class period.
● Provide time for revision and proofreading.
Encourage children to revise and proofread their drafts, and provide time for
them to do so. Explain to them that writing is a process and that it is easier to
proofread what they have written several days -rather than immediately- after
writing it. Introduce your child to one of a variety of simple graphic organizers.

Investigate computer programs including word webs, story maps, and venn diagrams, to
help him or her approach writing in a systematic way. The Education Place Web site has
a number of useful tools you can download.

Provide access to programs or tutors that can help your child improve his or her word
processing skills. Many children who struggle with motor output (handwriting) benefit
from using a computer for their written work. Summer time is optimal for acquiring these
skills.

Improving writing skills involves developing both technical and creative aspects, such as
grammar, structure, coherence, and expression. Here are some effective techniques
that can help enhance writing abilities:

1. Model Writing

● What it is: Using examples of strong writing to guide learners in understanding

effective writing techniques.
● How it helps: Exposes students to high-quality examples, providing a blueprint
for good writing.
● Techniques:
○ Analyze and deconstruct mentor texts (e.g., articles, essays, stories) to
highlight key features like structure, tone, vocabulary, and transitions.
 ○ Discuss what makes the example text successful, such as strong thesis
statements, vivid descriptions, or logical flow.

2. Prewriting (Planning and Brainstorming)

● What it is: Engaging in activities that help organize thoughts before the actual
writing begins.
● How it helps: Provides structure to writing and helps clarify ideas, ensuring a
more organized and focused final piece.
● Techniques:
○ Mind Mapping: Create a visual representation of ideas and connections.
○ Outlining: Organize ideas into sections with bullet points or numbered
lists.
○ Freewriting: Set a timer and write continuously for a set period, focusing
on generating ideas without worrying about grammar or style.

3. Writing in Stages (Drafting, Revising, Editing, Finalizing)

● What it is: Emphasizing the writing process as a series of stages, not a one-time
event.
● How it helps: Breaks down writing into manageable tasks, allowing for
refinement and improvement at each stage.
● Techniques:
○ Drafting: Write a rough draft without worrying too much about
mistakes—focus on getting ideas down.
○ Revising: Rework the content for clarity, coherence, and detail. Look for
areas to expand or cut unnecessary information.
○ Editing: Focus on grammar, punctuation, spelling, and sentence
structure.
○ Finalizing: Ensure the writing is polished and meets the desired purpose
or audience.

4. Sentence Variety

● What it is: Using a mix of short, long, complex, and simple sentences to create
more engaging and dynamic writing.
● How it helps: Avoids monotonous writing and makes the piece more interesting
to read.
● Techniques:
○ Experiment with sentence length and structure (e.g., combining short,
choppy sentences into longer, more complex ones).
 ○ Use different sentence types: declarative, interrogative, exclamatory, and
imperative.
○ Vary the beginning of sentences (e.g., start with adverbs, subordinate
clauses, or prepositional phrases).

5. Strong Thesis Statements and Topic Sentences

● What it is: Crafting clear and concise central ideas that guide the writing and
keep it focused.
● How it helps: Ensures that each part of the piece is relevant to the main
argument or theme, providing clarity for the reader.
● Techniques:
○ For essays or arguments, develop a strong thesis statement that outlines
the main argument or claim.
○ Each paragraph should have a clear topic sentence that introduces the
main idea of the paragraph.
○ Keep thesis statements concise and specific, outlining the scope of the
essay or paper.

6. Active Voice vs. Passive Voice

● What it is: Writing in active voice (subject does the action) rather than passive
voice (subject receives the action).
● How it helps: Makes writing more direct, engaging, and clear.
● Techniques:
○ Active Voice Example: "The dog chased the ball."
○ Passive Voice Example: "The ball was chased by the dog."
○ Encourage students to identify and convert passive sentences into active
ones for more dynamic writing.

7. Vivid Descriptions (Show, Don’t Tell)

● What it is: Using sensory details, figurative language, and specific nouns and
verbs to bring writing to life.
● How it helps: Creates a vivid mental picture for the reader and makes the writing
more engaging.
● Techniques:
○ Instead of saying "The cake was delicious," describe the texture, flavor,
and smell: "The warm, chocolate cake melted in my mouth, with a rich,
gooey center and a hint of vanilla."
 ○ Use metaphors, similes, and other figurative language to make
descriptions more evocative.
○ Appeal to the five senses: sight, sound, touch, taste, and smell.

8. Vocabulary Building

● What it is: Expanding word choices to make writing more precise and varied.
● How it helps: Strengthens the quality of writing and allows for more nuanced
expression.
● Techniques:
○ Encourage the use of a thesaurus to find synonyms, but ensure students
understand the meaning of the words they choose.
○ Focus on teaching and using more specific words (e.g., “sprint” instead of
“run” or “delicious” instead of “good”).
○ Practice word maps or flashcards to help students retain new vocabulary.

9. Peer Review and Feedback

● What it is: Having peers read and provide constructive feedback on each other’s
writing.
● How it helps: Provides different perspectives, and allows students to learn to
revise and refine their writing based on feedback.
● Techniques:
○ Set up a structured peer review process where students focus on specific
elements, such as clarity, structure, or grammar.
○ Create checklists for students to follow when reviewing each other’s work
(e.g., "Does the introduction grab your attention?" or "Are there clear
transitions?").
○ After receiving feedback, students should revise their drafts with particular
focus on areas for improvement.

10. Writing for Different Purposes and Audiences

● What it is: Understanding the expectations of different writing formats, such as

narrative, persuasive, descriptive, or expository writing.
● How it helps: Ensures that the writing is tailored to its intended purpose, making
it more effective and engaging.
● Techniques:
○ For persuasive writing, practice crafting logical arguments supported by
evidence and addressing counterarguments.
 ○ In narrative writing, focus on character development, plot, and setting to
create compelling stories.
○ For descriptive writing, encourage vivid, sensory details and specific word
choices.

11. Writing Prompts and Practice

● What it is: Regularly using writing prompts to encourage creativity and develop
writing fluency.
● How it helps: Overcomes writer’s block and helps students develop writing
discipline.
● Techniques:
○ Use creative writing prompts that challenge students to think outside the
box (e.g., “Write about a day in the life of an object” or “Describe a place
where you feel at peace”).
○ Use timed writing exercises to encourage students to write quickly without
overthinking.
○ Provide prompts that require different types of writing (e.g., personal
reflection, opinion pieces, research-based writing).

12. Revising for Coherence and Cohesion

● What it is: Ensuring that ideas flow logically and smoothly from one sentence or
paragraph to the next.
● How it helps: Makes writing easier to follow and more engaging for the reader.
● Techniques:
○ Focus on transitions between paragraphs and ideas (e.g., "In addition,"
"For example," "However").
○ Rearrange sentences or paragraphs if needed to improve the logical flow
of ideas.
○ Use topic sentences and supporting details effectively to maintain clear
structure and focus.

13. Write Regularly

● What it is: Consistent practice in writing to build fluency, confidence, and skill.
● How it helps: Encourages growth through repeated practice and provides
opportunities for improvement.
● Techniques:
○ Set aside time each day or week for free writing, journaling, or other
creative writing exercises.
 ○ Encourage students to write in a variety of formats (e.g., essays, short
stories, poems, blog posts).
○ Provide ongoing feedback and opportunities for revision to keep students
motivated and progressing.

14. Use Writing Rubrics

● What it is: Providing clear criteria for assessing writing, which helps students
understand what is expected of them.
● How it helps: Helps students focus on key areas for improvement and gives
them a clearer idea of how their writing will be evaluated.
● Techniques:
○ Use rubrics that focus on key writing elements like organization, content,
style, mechanics, and grammar.
○ Allow students to assess their own writing or each other’s writing using the
rubric to develop their self-editing skills.

Conclusion

Improving writing is a gradual process that requires practice, feedback, and an

understanding of key writing elements. By using these techniques, students can
enhance their ability to communicate clearly, creatively, and effectively. Regular practice,
attention to detail, and the willingness to revise are essential to becoming a better writer.

Management of Calculation Disorder

Many students face difficulty in learning the basic skills of mathematics and in their
efforts to mathematical problem solving in daily life. Mathematics based tasks like
handling money, measurement, telling time, recognizing bus numbers etc. are essential
parts of our daily life. In the absence of intensive instruction and intervention, students
with mathematics difficulties and disabilities lag significantly behind their peers
(Jitendraet al. 2013).

INTERVENTION STRATEGIES:
Some of the following math strategies and suggestions may help children who are
experiencing problems with mathematics. Identify strategies that you think will help your
child and, if appropriate, talk to your child's teacher about using some of the strategies
in school (PBS Parents, n. d).
● Maintain consistency and communication across school and home
settings.
Parents, tutors, and classroom teachers should coordinate and use the same
instructional approach.
● Teach basic concepts using concrete objects.
For example, let children explore number concepts by counting the legs of a
chair to find the number four or by subtracting crayons from a box. The
progression from understanding concrete materials, pictorial representations, and
abstract number representations may take some children longer than others.
● Provide specialized materials.
To help children organize their calculations, have them use graph paper (or lined
paper turned sideways) to keep numbers in columns. Encourage the use of scrap
paper to keep.work neat, highlighters to underline key words and numbers, and
manipulatives such as base-ten blocks or fraction bars.
● Make your expectations explicit.
Tell children the procedures you would like them to use when solving a problem,
model each procedure for them, then have them tell you what they are expected
to do. Some students benefit by having a math notebook filled with examples of
completed problems to which they can refer if they become overwhelmed or
confused.
● Provide time for checking work.
Emphasizing that completing math assignments is a process, encourages
children to become comfortable reviewing their work, making changes, or asking
questions when they are unsure of their answers.
● Give children opportunities to connect mathematical concepts to familiar
situations.
For example, when introducing measurement concepts, have children estimate
their measurements before measuring classmates' and family members' heights
or weighing their book bags' when empty and when full.
● Help children apply math concepts to new situations.
For example, show them how to use percentages to understand the price of a
pair of shoes on sale at the mall or the amount of their allowance they spend on
snacks.
● Provide access to programs or tutors that can help a child improve his or
her math skills.
Tutors can assist children with weak math sub-skills, such as multiplication and
division. Provide tutors during summer months or after school to boost
performance and ensure that the child retains his or her skills.
● Help children keep track of problematic areas.
 When doing math homework, children may benefit from having their most
common errors listed on flashcards. They can then refer to the cards while
completing their assignments.
● Play math games.
To encourage automaticity with math facts, students may benefit from playing
math games (i.e. dice, playing cards) and listening to commercially available
audiotapes that provide a fun way of learning math facts.

Remediating mathematical skills for students with dyscalculia—a specific learning

disability that affects the ability to understand and work with numbers—requires
targeted interventions and strategies that help students build confidence and develop
essential math skills. Dyscalculia can impact number sense, arithmetic operations,
spatial reasoning, and more. Here are effective techniques and strategies for
addressing these challenges:

1. Use Visual and Concrete Materials

● What it is: Using physical objects, diagrams, and visual aids to represent
mathematical concepts.
● How it helps: Visuals and manipulatives can help students better understand
abstract mathematical concepts by making them more tangible.
● Techniques:
○ Manipulatives: Use counters, blocks, base-ten blocks, number lines, or
coins to demonstrate addition, subtraction, multiplication, and division.
○ Number Lines: Use number lines to help with counting, addition,
subtraction, and comparing numbers.
○ Drawing Diagrams: Visual representations like bar graphs, pie charts, or
number grids can help make patterns, relationships, and problems easier
to understand.

2. Break Problems Into Smaller Steps

● What it is: Breaking complex math problems into smaller, more manageable
tasks.
● How it helps: Helps reduce overwhelm and allows students to focus on
mastering one small part at a time.
● Techniques:
○ Chunking: Break problems down into smaller parts (e.g., in multi-step
word problems, focus on one operation at a time).
 ○ Use simple language to explain each step. For example, instead of saying
“subtract the fractions,” break it into “find a common denominator first,
then subtract the numerators.”
○ Provide step-by-step guides or templates for solving different types of
problems (addition, multiplication, etc.).

3. Repetition and Practice

● What it is: Repeatedly practicing mathematical concepts to reinforce

understanding and improve recall.
● How it helps: Strengthens neural pathways and helps students build fluency,
improving automaticity with math facts and procedures.
● Techniques:
○ Provide daily or frequent practice with a variety of problems to reinforce
the learned concepts.
○ Use online math games or apps that allow for repetitive practice in a fun,
engaging way (e.g., Khan Academy, IXL, Prodigy).
○ Create flashcards or quizzes for practice with addition, subtraction,
multiplication, and division facts.

4. Use of Technology and Apps

● What it is: Incorporating educational technology and apps to support learning

through interactive exercises.
● How it helps: Many math apps provide step-by-step problem-solving assistance,
visual support, and instant feedback, which can be especially helpful for
dyscalculic students.
● Techniques:
○ Virtual Manipulatives: Tools like virtual base-ten blocks or number lines
(e.g., Toy Theater, Math Learning Center apps) help students visualize
numbers and operations.
○ Interactive Games: Math apps and games like Prodigy, Mathletics, and
SplashLearn can turn practice into a fun and engaging activity,
encouraging repeated exposure to math concepts.
○ Use calculators or specialized tools for students who struggle with basic
computation, allowing them to focus on more complex math concepts.

5. Highlight Number Sense Development

● What it is: Building a strong understanding of numbers, their relationships, and

their properties.
 ● How it helps: Strengthening number sense provides a foundation for all other
mathematical concepts, making future learning easier.
● Techniques:
○ Subitizing: Practice recognizing groups of objects without counting them,
which helps develop an intuitive sense of numbers.
○ Estimating: Encourage students to estimate answers before solving
problems to build number sense and enhance their ability to judge
reasonableness.
○ Number Bonds: Teach number bonds to help students understand
part-whole relationships in numbers (e.g., 10 can be broken into 6 + 4, 7 +
3, etc.).
○ Pattern Recognition: Use patterns and sequences (e.g., skip counting,
number patterns) to help students see relationships between numbers.

6. Use Mnemonics and Memory Aids

● What it is: Using memory aids or strategies to help students recall math facts,
procedures, and concepts.
● How it helps: Mnemonics can make abstract or difficult-to-remember math
concepts more memorable.
● Techniques:
○ Rhymes and Songs: Use catchy songs or rhymes to remember math
facts (e.g., multiplication tables, order of operations—PEMDAS).
○ Memory Tricks: For multiplication, use visual tricks like grouping objects
(e.g., grouping dots or objects in rows to represent multiplication).
○ Acronyms and Visual Cues: Create simple, memorable acronyms or
symbols to represent steps in math procedures (e.g., “Please Excuse My
Dear Aunt Sally” for the order of operations).

7. Multi-Sensory Approaches

● What it is: Engaging more than one sense (sight, sound, touch, etc.) in the
learning process.
● How it helps: Involves the brain in multiple ways, improving retention and
making concepts more accessible.
● Techniques:
○ Kinesthetic Learning: Have students move or manipulate objects as they
solve problems (e.g., using physical counters or acting out word
problems).
 ○ Tactile Learning: Encourage writing out math problems using tactile
methods (e.g., writing in sand or shaving cream) or using textured
numbers/objects to feel and recognize.
○ Auditory Learning: Use oral explanations or verbal counting exercises
(e.g., recite math facts aloud, or listen to math-related songs and rhymes).

8. Simplify Language and Directions

● What it is: Using clear, simple language to explain mathematical concepts and
instructions.
● How it helps: Reduces cognitive overload and ensures the student understands
what is being asked.
● Techniques:
○ Avoid math jargon or abstract terms unless necessary. Use simple, direct
language and break down instructions into small, easy-to-follow steps.
○ Provide visual and verbal cues to reinforce understanding (e.g., "Subtract
the smaller number from the larger number" and show a visual example).
○ Provide frequent checks for understanding by asking the student to
paraphrase or demonstrate the task in their own words.

9. Concrete to Abstract Progression

● What it is: Gradually progressing from hands-on, tangible experiences to more

abstract mathematical concepts.
● How it helps: Builds understanding and confidence step by step, ensuring
students fully grasp foundational concepts before moving on to more complex
ones.
● Techniques:
○ Start with manipulatives (physical objects) to solve problems and then
gradually move to drawings, diagrams, or mental math.
○ Use concrete examples before introducing symbolic notation (e.g.,
demonstrate addition using physical objects before using the plus sign and
numbers).
○ As students become more comfortable with the physical manipulation,
transition to more abstract representations (e.g., moving from counting
blocks to understanding addition on a number line).

10. Encourage Real-World Application

● What it is: Teaching math by relating it to real-life scenarios and contexts.

 ● How it helps: Makes math feel more relevant and understandable, helping
students see the practical application of the skills they are learning.
● Techniques:
○ Use real-world examples like shopping (calculating costs, discounts),
cooking (measuring ingredients, fractions), or building (geometry and
spatial awareness).
○ Have students measure objects around them, calculate distances, or solve
problems related to their daily lives.
○ Use story problems that tie math concepts to concrete situations the
student can relate to (e.g., “You have 10 apples. If you give 3 to your
friend, how many do you have left?”).

11. Use Frequent Feedback and Positive Reinforcement

● What it is: Providing immediate and specific feedback on students’ work, and
reinforcing progress with positive reinforcement.
● How it helps: Builds self-esteem and motivation, reducing anxiety and
encouraging continued effort.
● Techniques:
○ Provide positive reinforcement for correct answers and effort, even if the
answer is incorrect.
○ Offer immediate, constructive feedback on mistakes and guide students
through the correct solution.
○ Celebrate small wins and improvements to boost confidence.

12. Foster a Growth Mindset

● What it is: Encouraging students to view their mathematical challenges as

opportunities for growth rather than as signs of inability.
● How it helps: Reduces math anxiety and motivates students to persist through
difficulties.
● Techniques:
○ Praise effort over innate ability, reinforcing the idea that “you can improve
with practice.”
○ Use phrases like "It's okay to make mistakes—this is how you learn," and
"Mistakes are part of the process."
○ Encourage resilience by framing challenges as opportunities to learn and
improve.

Conclusion
Supporting students with dyscalculia requires patience, creativity, and flexibility. By
using multisensory strategies, simplifying instructions, and providing ample
opportunities for practice and feedback, students with dyscalculia can build the skills
and confidence they need to succeed in math. Remember that progress may be slow,
but with consistent, targeted interventions, students can overcome many of the
challenges posed by dyscalculia.

Techniques to improve Study Skills

Study skills refer to the method or strategies a student adopts to learn the content of his
course materials effectively and independently and reproduce contextually. All of us
have different study habits. Success of the student is largely dependent on the study
habits one adapts. As there is a wide variation in study skills, there is no single foolproof
method. However, there are a few strategies, which will certainly help in improving the
study habits and developing good study skills. Good study skills involve listening to what
is being taught, taking notes, storing in memory the subject matter, systematic
organization of the learnt subject matter and responding correctly when asked to
answer questions in the subject- orally or in writing(NIMH, 2003).

Memory Strategies(NIMH, 2003)

Poor memory is a very common characteristic among children with learning problems.
Memory strategies are designed to help students retrieve information quickly.
Some common memory strategies are discussed below:

Mnemonic devices or memory tricks help you remember factual information like names,
dates, formulas, or other information that requires rote memorization. Some sample
mnemonic devices are:
● Rhymes:
○ "Thirty days hath September, April, June, and November..."
● Creative Sentences:
○ "My very eager mother just served us nine potatoes." (the planets in order
from the sun)
● Acronyms:
○ NASA (National Aeronautics and Space Administration)
○ VIBGYOR (the colors of the rainbow: red, orange, yellow, green, blue,
indigo, and violet)
○ IPMAT (stages of cell division: interphase, prophase, metaphase,
anaphase and telophase)
○ Creating visual images of the content.
 ○ Rehearsing by repeating the content.
○ Classifying, grouping and clustering information for easy recall.
○ Semantic/ Concept Mapping: Content to be presented in an order to recall
information when needed. One way of semantic mapping is associating
the content to a clock dial.
○ Learning Preferences(Mayland Community College, 2002).
We all use all three learning channels. In fact, we use all our senses in learning about
the world around us, but each of us has a tendency to lean more heavily on one of the
three learning channels - visual, auditory, or hands on. You can improve your study
habits by developing all three learning channels.

TO IMPROVE AS A VISUAL LEARNER

● visualize what you are studying
● use color in your notes (colored pens, highlighters, etc.)
● visualize what the instructor is lecturing about
● draw pictures and diagrams
● use mind maps in your notes
● use picture and graphics to reinforce learning
● learn from videos

TO IMPROVE AS AN AUDITORY LEARNER

● listen to tapes of recorded assignments
● tape record your own textbook reading
● read out loud
● talk over ideas from class and what you are studying with other students
● participate in class discussions
● listen to audiotapes on the subject

TO IMPROVE AS HANDS ON LEARNER

● stand up and move around while you are studying

● take frequent breaks while studying
● make use of your hands and write things down as you study
● use the computer to reinforce learning
● be physically active; experiment with objects
● memorize or drill while walking or exercising