The proper use of calculators can be very helpful. As with every equipment there can be disadvantages and cautions. The calculator can be used to carry out sums which would take a long time on paper, for example 522 ч 11. 72. Calculators are also source of information in advance provided by log tables and sliding rules. They can also compute hard statistical data and present data graphically. For dyslexics, there needs to be some attention over right keys and correct order of keys, which again can be verified by pre-estimations (Yeo, 2003).
So if we ask for “5. 3 divided into 607” we key in the numbers in reverse order 607 ч 5. 3, seeking an answer just over 100. If the keys are used without error and in the correct order, the calculator can be used to show up or develop patterns. Software for maths Software should be able to offer the dyslexic learner an effective learning input. Voice output, graphics, symbols and text can all be included to give a multisensory experience to the learner and, where appropriate, a diagnostic element can be incorporated as well.
Notwithstanding some programmes are near to this, most are not. Existing programmes are fallen into three groups: Games which present practice (Perfect Times – online games to practice the multiplication tables). The biggest problem with these is that the appearance and design can be somewhat age peculiar to the level of maths in alike way that books with a reading level appropriate for poor readers are often far too young in essence. Some have built in progressive maths construction which enables the user to target the level of maths is required.
Sometimes the games can be frustrating in that they slow up the maths or take an immortality to complete and achieve the goal. Programmes such as Excel and plot graphs. They can be very helpful for dyslexic children with bad presentation skills and slow speed of producing. Some programmes are just books on screen making use of the potential of the computer to do so much more than just show print (Language Shock – Dyslexia across cultures). Nevertheless, for a dyslexic learner these programmes may be easier to trail through than a book. The child can read E-Books on ordinary computers, PDAs and some special e-book readers.
A large screen is more comfortable and clear then printed text. Dyslexic child may also be able to listen to the text. DAISY format can give e-books which the student can listen to, but also search and move around. Using ICT for self-governing working and learning Software can permit the learner to work independently. Certainly the success of this depends on the design of the programme. For example, it is important that the learner can move easily around the programme. It is good if there is clear voice output and that the programme uses good images.
Many dyslexics consider view on the screen overdone. There seems to be a striving among some designers to put everything from their design collection onto the screen. Preparing the proper balance is hard as learners are very individual. Multiplication and division Multiplication and division are the hardest for the child to master. It will make it easier for the dyslexic to learn if they actually understand the concept. The following may assist: take 5 pairs of items, gloves, socks, shoes, toy animals, anything as long as the pairs are identical.
Lay out the pairs before the child, demonstrate her that there are two items in each pair, one pair has two items, two pairs have four items, etc (Miles 1992). When the child can see the five pairs have ten items, clarify as you write it down, that is what 5 x 10 signifies. This exercise can be reiterated with each of the different pairs until he or she understands what the “2 times” implies. When the child is familiar with the 2 times table, they should start to work on all the tables in the following order: 2x, 10x, 11x, 5x, 3x, 4x, 9x, 6x, 7x, 8x, then eventually 12x, which they should know from the other tables.
When we first use worksheets, utilise pictures of known animals or items for students to count. If a student has problem with one special fact we have to show them how to use these facts in order to help them to remember. Games act particularly well Games work particularly well with dyslexic children as they seem to have a dislike to plain work sheets (Riddick, 1996). Children like playing Bingo. This multiplication Bingo game is a big hit within most children (Henderson & Miles 2001).
Bingo type card can be made on a piece of paper with the answers to all the multiplication facts, up to 6 x 6 with regular dice, 9 x 9 and 12 x 12 (or with the polyhedral dice available at school supply stores). You have to take it in turns to roll the dice and multiply the two numbers rolled and mark it off on the players’ Bingo sheets. Without making it too evident, let the child win some games to set up their self-confidence. We have to teach the child to talk through maths problems, saying it carefully to them, without disturbing others.
This will employ ear as well as visual memory abilities. Explain to them how this will assist because the brain can store different types of memories. Real coins When teaching about money it is better to use real coins instead of plastic, this is far more fun and exciting for the children (Karp & Howell 2004). Children are excited as they are given real coins to sort. They make good progress in their knowledge of the values of the different coins. It is not always essential to spend a fortune on items for tactile use; change from your pocket, pieces of