Teaching dyslexic students : a case study focusing on mathematics

Abstract

This dissertation is a study into dyslexia through a single case study student aged 11-13 years, diagnosed as being dyslexic, with a major focus on mathematics. The main objectives of the study were: to explore the emotional character of the student as a result of her learning disability, to pinpoint certain basic difficulties she find in mathematics and to experiment with different teaching techniques aiming to overcome these difficulties. Various methodology strategies were used, including parent and teacher interviews, class observations and private lessons with the student. The results obtained confirm the theories commonly encountered in literature: Self-esteem in the dyslexic student is poor, and negative experience at school were at a height in the primary years when she was still coming to terms with her dyslexia. The difficulties she was observed to encounter in maths were various, but primarily multiplication tables, fractions, time reading and written word problems. Indeed, the teaching techniques were focused on the former three areas. The discussion concentrates on three central issues: Self-esteem, is seen as having an important role in the dyslexic's life, and it is of crucial importance to create a more dyslexia-friendly environment in schools through essential provision for such students. There is, indeed, ample room for improvement in provision for dyslexics in mainstream schools, where the learning disability is often unrecognized and not treated as it should. As regards cognitive styles to use when teaching this particular student, the results show that the best turned out to be largely grasshopper styles, as opposed to the inchworm methods.