2017 Reading, Literacy & Learning Virtual Conference

PC4 - Mathematical Literacy: Creating Instructional Models That Meet the Needs of Students With Dyslexia and Related Learning Disabilities

Nov 8, 2017 8:00am ‐ Nov 8, 2017 11:30am


Credits: None available.

Standard: $20.00

Description

We have long known that students with dyslexia and related learning disabilities often struggle in more than one academic area. Though we have developed models for delivering successful reading and language instruction in both initial and remedial instructional settings, we have not as yet developed a more unified approach to instruction for these individuals in mathematics. Just as evidence from neuroscience has validated approaches to literacy instruction, it has offered monumental revelations about a core deficit in mathematics. This evidence has profoundly shaped how we approach teaching mathematics at developmentally appropriate levels. When combined with our knowledge of the impact of language on learning, it suggests some universal guidelines for instruction. This symposium explores the impact of dyslexia and related learning disabilities in mathematics. It offers evidence-based practices for supporting students and suggests some strategies or lessons learned from our shared history of structured literacy instruction. Symposium presentations examine the challenges of initiating, building, and sustaining an instructional model that serves this specific population. Each presentation offers insights, examples, and evidence of successful instructional models, as participants collectively glean some universal truths about educating this population in the area of math. Audience participation is part of this practical symposium as we explore the meaning of an explicit, synthetic, analytic, structured, sequential, cumulative, and thorough approach to teaching mathematics. Finally, we offer resources and models of what is possible for educating in a way that is appropriate for all, but essential for some.

Learning Outcomes:

  • TEACHING/INSTRUCTION/INTERVENTION: Assess the critical issues of adolescent literacy including the nature of the problem, differentiated language needs of students and effective instructional solutions (principles and practices).
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.
  • TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between executive functioning and student learning and performance.

Disclosure: Marilyn Zecher, Miles Baquet, Linda
Maleh, Jamie Hooper, Matthew Buchanan, J.
Concha Wyatt, Jen McAleer, Peter Morris, and
Christopher Woodin have no relevant financial or
nonfinancial relationships to disclose.

Speaker(s):

  • Miles Baquet, Academic Support Coordinator and Math Department Head, LA Key Academy
  • Matthew Buchanan, Instructor of MSM, Teaching Level, Math Teacher and Faculty Math Department Chair, Key School
  • Jamie Hooper, Lead Teacher and Math Coordinator, The Shefa School
  • Linda Maleh, Founding Lead Teacher and Math Coordinator, The Shefa School
  • Jen McAleer, Head of Middle School Mathematics, The Carroll School
  • Peter Morris, Head of Lower School Mathematics, The Carroll School
  • Christopher L. Woodin, Ed.M., Math Department Head, Landmark School
  • J. Concha Wyatt, Fellow/AOGPE, CALT, Director of Teacher Training, Key School and Learning Center
  • Marilyn Zecher, M.A., CALT, Academic Language Therapist, Instructor Multisensory Math I & II, The Atlantic Seaboard Dyslexia Education Center

Credits

  • 0.35 - ASHA CEU
  • 3.50 - Clock Hours

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