![]() For example, subtracting 12 – 8 would involve saying “eight” and then counting up to 12 while keeping track of the beats of the counting sequence: “. Woodin:Traditional count-up strategies for subtraction ask students to count up from the subtrahend (smallest number) up to the minuend (larger number). Dyslexics are big-picture thinkers, and being able to organize through context is a helpful strategy. Without imposed organization, facts are learned as isolated sentences through rehearsal-like phone numbers. Once internalized, graphic organizers, like a clock face or familiar dot patterns, help students because they can “chunk” a great deal of information into an organized package that they can access and use to orient themselves. Woodin uses a combination of logic and visualization strategies, including graphic organizers, to help students who have difficulty formulating and comparing multiplication facts and other mathematical processes. This is not to imply that a low digit span correlates with being dyscalculic however, auditory-memory limitations will make it difficult to utilize certain math strategies and related procedures. He may know that he needs to subtract one value from another, but he may not be able to keep those numbers in his head long enough to hear the whole word problem. In terms of math, a student may be unable to remember elements of word problems long enough to perform an operation. This hampers their ability to sequence and plan sequential steps as they may not be able to hold auditory information long enough to process it. This strategy requires students (and teachers) to slow down, but the investment of time increases the student’s ultimate grasp and retention of the mathematical concept.ĭyslexics often experience difficulty remembering directions and learning sequences that they hear. Many struggling math students can enhance their memory of processing steps if they name each step of a math process as it is being performed. They also benefit from underlining/highlighting directions before they start. Students with low active-working memory usually have to write everything down. ![]() For instance, when they are borrowing in subtraction they have to hold onto numbers as they work through the problem. Multistep problems or directions pose the same challenge for students with low working memory. Once you drove a lot, you didn’t think about where the key went, where your feet should be positioned, when you needed to look in the mirrors (and know which ones to look at), where to put the shifter, which side the blinkers were on, etc. You held those steps in your active working memory. Often an educational evaluation will describe a dyslexic student as having “low working memory.” Low working memory is indicated when someone cannot keep many things on their “screen.” For example, think about when you first learned to drive. ![]() Helping Students with Poor Working Memory
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