Why do some Dyslexics still struggle with Math after their Dyslexia has been corrected?
30 May 2018
Life Concepts crucial to Maths learning:
William, as a dyslexic learner, has eliminated most of the reasons causing his dyslexia during the 5-day Dyslexia Correction Programme sessions with me last year. Within 6 months he was performing with ease on the required level of his grade. (William was tested on average 2 years below his age and grade.) He was not anymore regarded as learning disabled.
Like most dyslexic persons, William is not a verbal thinker but is thinking in terms of pictures or images. Therefore, when reading, he will encounter about 220 little words in English (157 in Afrikaans), the so-called sight words, which do not represent a picture or a true image of the meaning of the word in his mind. These little words caused him to experience a serious learning disability, despite his high intelligence! (Please read again the explanation of what dyslexia is, under the heading WHAT IS DYSLEXIA)
During the 5-day Dyslexia Correction Programme, William was given the well proven basic “tools” and techniques to be able to control his orientation, switch off disorientation, and to master the definitions of these PICTURE-LESS words in order to attach a true image, and therefore the true meaning of the words.
By doing this, William has successfully corrected the reasons that caused his dyslexia to become a learning disability.
But then the devastating news!
William was still struggling with his Math. He failed or nearly failed one test after the other. Math was a major mystery to him, despite extra remedial classes.
So then, why is he still struggling with maths in his grade? Please read on to find the answer.
A very short overview of the Davis Maths Mastery programme :
When dyslexics, apart from their typical reading difficulties, also have problems with Maths, it is usually called acalculia of dyscalculia. Many common difficulties with Math result from the methods that are used in typical schools in attempting to teach it. But the dyslexic person has a temporary shortcoming that can make learning Math difficult, if not impossible, no matter what conventional teaching techniques are used.
Dyscalculia: some difficulty in performing some aspects of arithmetic or mathematics. Acalculia: cannot perform arithmetic at all.
Acalculia and dyscalculia can be traced directly to time-sense distortions that are common among dyslexic children. They occur simultaneously with visual, auditory and balance/motion disorientations.
These two terms describe problems in learning how to manipulate numbers or numerals in order to do addition, subtraction, multiplication and division; or they describe problems in studying or expressing the relationships between quantities and magnitudes, as represented by numbers, numerals, and symbols.
Install Life Concepts!
Concepts that are being addressed in the Maths Mastery Programme: (1+3=4)
• consequence: something that happens as a result of something else. 1 becomes a 4 because 3 was added to the 1.
• time: the measurement of change. There was a time lapse in the process of the 1 changing to a 4.
• sequence: the way things follow each other one after another. First was the 1, THEN came 3 that was then added with the 1, and ONLY THEN the 1 changed into a 4.
The sequence or steps is: 1 → +3 → =4
• order: things in their proper places, proper positions, and proper conditions (e.g disorderly handwriting can cause mistakes, like confusing x with +. )
Because of the inherent nature of dyslexia, viz disorientation caused by abstract words, the above life concepts are OFTEN MISSING in the mind of the dyslexic. And that is the reason for a Math learning disability, despite a high intelligence, and despite the best teacher available. Fortunately, this Math learning disability can be easily corrected.
Contact me, Jan Viljoen at email@example.com, and please leave a phone number. I would very much like to give you the Mastery of Math.
It worked for William. This term he has been passing all his Math tests with honours.
(And he now also knows WHY 9 times 9 equals 81 !)