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Meeting the Needs of Students with Dyslexia and Dyscalculia - Coggle…
Meeting the Needs of Students with Dyslexia and Dyscalculia
Witzel, B., & Mize, M. (2018). Meeting the Needs of Students with Dyslexia and Dyscalculia. STRATE Journal, 27(1), 31–39.
https://files.eric.ed.gov/fulltext/EJ1166703.pdf
Reflection/Response
Are these strategies just as effective for students with other disabilities?
Provides clear strategies to utilize with students with these particular disabilities
Article Assessment
Limitations
No study; information on dyslexia and dyscalulia
Strengths
Author credentials are easy to find
Evidence is provided
Support for problem of practice
Provides evidence of how multi-sensory learning benefits students with disabilities
Breaks down and defines multi-sensory learning
Teaching Strategies
Explicit Instruction=gradual release
Task Analysis=break down into smaller steps
Multi-Sensory=multiple representations
concrete-->representational-->abstract sequence of instruction
Includes auditory, visual, and tactile sensory input and increases engagement and aids in memory of different components
incorporates task analysis and explicit instruction
Dyslexia
deficits in decoding and phonological processing=struggles with decoding and fluency
Impedes comprehension
Language related learning disability
Repeated reading, syllable types, prefixes and suffixes
Dyscalulia
Struggle understanding and memorizing processes
Learning disability affecting math computation and numerical processing
generalize for multiple math areas
What does this mean?
Students are resistant to general evidence-supported practices
Interventions must be focused and specific