Maths

Potential Barriers for Dyslexic Pupils:

Accessing vocabulary - the language of Maths (eg. 'difference', 'leaves')
Language around maths problems - unusual multicultural names etc.
Reading Maths problems
Use of abstract symbols + - x ; fractions
Problems with sequencing: remembering the sequence of operations in a procedure; recording in a logical sequence; learning multiplication facts/tables
Place value (41 and 14 easily confused)
Poor working memory - problems remembering instructions; dealing with multisyllabic words; problems with mental maths
Interactive whiteboard - glare hard to read; copying from the board

Key word lists - visual support for accessing the meaning of vocabulary.
Aids for remembering terminology and symbols - mnenomics.
Supportive visual displays - large number lines; negative numbers (as a thermometer); fractions and equivalent fractions, etc.
Introduce new concepts in a multisensory way (visual, auditory and practical activities such as using Numicon, Dienes blocks).
Relate maths to situations in everyday life eg. decimal fractions to currency.
Much more practice and reinforcement than peers.
Learning Journals/"Check-it-out" books - with key information and prompts - table squares; signs/words for operations; labels for 2D and 3D shapes; relative sizes of fractions.
Squared paper for recording - have available a variety of different sizes (particularly larger) squares in work books.
Reinforcement of, and support with layout.
Red and green credit size cards given out so pupils can indicate if they are OK or need help.
Use of interactive whiteboard - break up words and move letters for spelling, adjust background (purple background yellow text is popular).