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      In this episode we discuss how to make math accessible to your dyslexic child. Our guest, Christopher Woodin, explains why developing number sense, part- to- whole understanding and multimodal learning are essential for transferring math skills to real life. We compare traditional teaching methods to alternative methods and why having the courage to think outside the box works! Be sure to listen to the end- this episode is packed with tons of helpful examples!

Nessy Software- New WoodinMath-Based Math Program coming soon!
Interview with Chris Woodin: What is Dyscalculia? - Nessy US

Articles and Position Papers by Chris Woodin

Reference Articles:

Fischer B, Gebhardt C, Hartnegg K. Subitizing and Visual Counting in Children with Problems in Acquiring Basic Arithmetic Skills

College of Optometrists in Vision Development. 2008:39(1):24-29.

Fischer B, Köngeter A, Hartnegg K.  Effects of Daily Practice on Subitizing, Visual Counting, and Basic Arithmetic Skills

College of Optometrists in Vision Development.  2008:39(1):30-34.

DUAL CODING THEORY AND EDUCATION Allan Paivio University of Western Ontario Draft chapter for the conference on “Pathways to Literacy Achievement for High Poverty Children,” The University of Michigan School of Education, September 29-October 1, 2006.

Number Sense and Dyscalculia, Wilson,W., Dehaene, S. 2007 INSERM-CEA Unit 562 « Cognitive Neuroimaging » Service Hospitalier Frédéric Joliot CEA-DRM-DSV Orsay, France appearing in: Human Behavior, Learning, and the Developing Brain: Atypical Development. Edited by Coch D, Dawson G, Fischer K: Guilford Press, New York 2007.

Olumide A. Olulade, D. Lynn Flowers, Eileen M. Napolielo, Guinevere F. Eden
Brain Lang. Author manuscript; available in PMC 2014 May 1.
Published in final edited form as: Brain Lang. 2013 May; 125(2): 134–145. Published online 2012 May 5. doi: 10.1016/j.bandl.2012.04.003

Read this online article that includes information and examples (including video!) of how to understand then support struggling math learners through diagnostic and prescriptive teaching. 

The Relationship Between Math and Language                                                                                                                We often define dyslexia as an "unexpected difficulty in reading;" however a dyslexic student may also have difficulty memorizing math facts and struggle with working memory and symbolic memory. The specific skills that an educational evaluation measures to determine where language glitches, both written and verbal, occur can also be helpful in predicting where math breakdowns might occur.  Woodin has found that knowing whether a dyslexic child struggles with things like word retrieval, memory, sensory integration, sequencing, and processing speed can provide teachers with helpful clues about the child's potential math challenges.  Using this knowledge, we can also develop strategies to address an individual student's struggles in math. 

Read the entire articleDemystifying Math Struggles and Identifying Strategies to Help

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