Dear All,

It's been a busy couple of weeks. Last week I traveled to Missouri and Illinois; this week I am in Iowa. I certainly get to see much of the country and a lot of different weather in my travels! 

Below this article, be sure to read about an upcoming conference put on by Equipping Minds and Carol and Kyle Brown in Danville, Kentucky. They use the same approach as I do - a not to miss conference if you are a professional in the field!

 

Math - explaining processes and understanding word problems

 

According to Learning Disabilities of America, at

http://ldaamerica.org/types-of-learning-disabilities/dyscalculia/, the following are signs and symptoms of dyscalculia:

 

• Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing
• Has difficulty understanding and doing word problems
• Has difficulty sequencing information or events
• Exhibits difficulty using steps involved in math operations
• Shows difficulty understanding fractions
• Is challenged making change and handling money
• Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing
• Has difficulty putting language to math processes
• Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.
• Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems

 

In today's newsletter, we are exploring the overlap of language with math. Specifically, from the symptoms above, we look at word problems and putting language to math processes. There are a couple of reasons that these symptoms exist and are problems for the student doing math.

 

Language

The first reason could be a language issue. When you see a problem with expressive and/or receptive language, it's best to consider where the deficit came from in order to figure out the best solution.

 

A few years ago I was working with an 11 year old girl who had very poor language skills. She spoke with a very quiet voice, only said what she needed to and her vocabulary was low. Other screenings that I did revealed that she did not process sounds well. She could hear, but she didn't know her vowel sounds, or how to manipulate sounds, despite being in 5^th grade, having average IQ scores and having an IEP. I think she had an undiagnosed auditory processing problem.

 

By the way, in order to get a diagnosis, the person with the issue must be at least 7 years old and see an audiologist.

 

Auditory processing

In order to help with her ability to understand language, to express language, and of course to explain math processes (she was fine at doing the math), we had to deal with the auditory processing issue first. She did a 2 month round of listening therapy while integrating her primitive reflexes. The reflex that sets up the brain for auditory processing is the Spinal Galant. For more information on primitive reflexes, go to http://www.pyramidofpotential.com/primitive-reflexes/. 

 

We followed this with three months of cognitive skills training, and by the end, she spoke with a good volume and confidence. Her vocabulary and general language skills were still low, so we continued with work in these areas for the next three months. By this time, she could explain math processes and write much better in her other academic subjects.

 

Logic and Reasoning

The second reason for these problems is "understanding". This particular girl also had low scores in logic and reasoning, as tested by the Gibson Cognitive Screening. We need logic and reasoning (as well as language and reading skills) in order to understand word problems. People who do not possess these skills are called "concrete thinkers", and they only can understand exactly what is given to them, and cannot deduce beyond that. If you were to say to a concrete thinker: "how old is Sam if he is 3 years older than Harry who is 5 years younger than Kaitlin, and Kaitlin is 12", that person would not know what to do. It requires good logic and reasoning.

 

Reasoning is developed while integrating the Moro Reflex, which was done early in her therapy. During the cognitive skills training, I worked directly on logic and reasoning with her, so that her score went up by over 4 years (age equivalent) in just 6 months. I am not bragging by the way, I just use excellent programs!

 

Success!

By the end of a year and a half, this young lady finished 6^th grade, no longer had an IEP, had no extra school support, and was on the President's List. She could do math well!! Needless to say, she was also happier, had more friends, and worked independently. What more could you ask for?

 

For integrating the primitive reflexes, use the Pyramid of Potential Series, and for cognitive skills training, use the Academic Success Workbook. The Gibson Cognitive Test, The Pyramid of Potential Series, and the Academic Success Workbook can all be purchased at http://www.pyramidofpotential.com/products-for-parents.  The Pyramid of Potential Series is on sale now, so hurry!