Signposting for further intervention/assessment
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Secondary level indicatorsIf a pupil is presenting a number of these difficulties, it is a clue that something is wrong and they are experiencing difficulties which will get in the way of them learning arithmetical skills.
Language and Memory
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Doesn’t seem to comprehend the precise meaning of the terms used in mathematics.
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Has difficulty reading mathematical terms.
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Doesn’t remember what the abbreviations for terms mean.
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Has difficulty comprehending questions or holding the ideas long enough to make sense of the request.
Numbers
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Has difficulty linking words and numbers.
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Doesn’t understand the concept of number ie 'threeness' and therefore may answer randomly with any number to a question.
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Has difficulty with sequences.
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Has difficulty with time eg telling the time, concepts of time passing such as yesterday, today, tomorrow.
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Reverses numbers.
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Has difficulty transferring from the concrete to abstract ideas.
Work
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Work is very messy and the columns do not line up.
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Methods are not stable and mistakes cannot be explained.
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May be ok with the tangible but cannot deal with concepts.
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Lacks confidence and avoids estimating and checking or other systematic ways of validating working methods.
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Has problem with place value.
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Has orientation problems eg left and right or vertical and horizontal.
Confidence
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Does not appear confident even with work which should be quite easy.
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Finds ways to avoid being in class, being exposed to arithmetical work.
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Displays stress or withdraws during mathematical lessons.
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Gets tired very easily when doing mathematical work.
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Worries about performance, time taken or being slow.
Source www.bdadyslexia.org.ukBDA
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