For students with dyslexia, understanding the language of math can seem like an impossible barrier. Using the science of reading to teach math language can quickly change their outlook. This session focuses on why structured vocabulary instruction is critical for students’ success in math, what methodology best supports this vocabulary development, and how to implement these research-based strategies with students. Participants leave this session with tools to help students overcome the challenges of learning the language of math.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
TEACHING/INSTRUCTION/INTERVENTION: Identify effective practices and speech/language strategies for reading, written language, math and content area instruction.
Disclosure: Cheryl Cook and Jamie Williamson have no relevant financial or nonfinancial relationships to disclose.