The transition from arithmetic to algebra can be problematic for students who struggle with language. This presentation focuses on instructional techniques and explicit language for supporting students with dyslexia as they transition to pre-algebra and algebra. Using manipulative objects and instructional techniques from structured literacy instruction, an educator can help students master essential concepts and procedures. Learn how to use morphology, coding, structured procedures, and manipulatives to teach expressions, equations, integers, exponents, and linear functions.
MORPHOLOGICAL INSTRUCTION: Compare the role of morphological processing skills to the development of reading and language acquisition.
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: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.
TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.
Disclosure: Marilyn Zecher has no relevant financial or nonfinancial relationships to disclose.
The Atlantic Seaboard Dyslexia Education Center