Assessment of Learners with Dyslexic-Type Difficulties by Phillips Sylvia Kelly Kathleen S. Symes Liz & Kathleen Kelly & Liz Symes

Author:Phillips, Sylvia,Kelly, Kathleen S.,Symes, Liz & Kathleen Kelly & Liz Symes
Language: eng
Format: epub
ISBN: 9781446295977
Publisher: Sage Publications, Ltd.
Published: 2013-04-06T04:00:00+00:00

Dyspraxia and Mathematics

Yeo (2003) noted that there are many constraints in processing number that learners with dyslexia and those with dyspraxia have in common, including difficulty recalling number facts, poor working memory and sequencing skills. Learners with dyspraxia also have difficulty with visual–spatial processing, tactile perception and psychomotor skills (Dixon and Addy, 2004), which often leads to problems in understanding spatial concepts including telling the time, fractions, weights and measurements, estimation and recognising mathematical symbols and numbers when presented in different formats. Motor planning difficulties can result in difficulty writing numbers and symbols, forming shapes correctly in geometry, copying from the board, setting work out on a page and manipulating mathematical materials. Kay and Yeo (2005) suggest that poor visualisation skills means that learners with dyspraxia tend to have an ‘inchworm’ learning style, processing numbers in ordered steps following a set procedure and lacking flexibility of thought in solving numerical problems. They also suggest that poor ability to visualise maths questions is strongly correlated with severe maths difficulty. Yet learners with dyspraxia can achieve in some aspects of mathematics: often they can learn the procedural aspects of maths (due to their relative strength in verbal skills) and can perform well in familiar situations, and many can reason well in certain areas of maths while having inordinate difficulty understanding aspects requiring good visual spatial skills such as fractions, ratios, decimals and percentages. They may, therefore, present a ‘spiky’ profile in mathematics with possibly several levels difference on National Curriculum across different areas.

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