I have found a wonderful math manual for preschool through second or third grade that would be very useful to all kids, Dyslexic or not.
The manual is called “Family Math Fun”
by Kate Nonesuch.
The activities are based on real world applications that teach the child about different math concepts. She finds ways to use our natural environment to understand; counting, adding things together, what numerals are, different purposes for numbers such as names, addresses, phone numbers, learning about measurement, how to use money and many other simple but effective and fun mathematical ideas.
Young Dyslexic children have a difficult time understanding abstract concepts such as arithmetic, measurement, time and money. They are confused when learning skills that are about sequences and artificial systems that we have created to quantify things in our lives and keep track of certain things such as what time of the day it is.
One way to help Dyslexic children understand these abstract ideas is to relate them to real things or situations that will have meaning to them. This will help them visualize and process mathematical problems they are studying in the classroom. “Family Math Fun” is a great source for activities that teach Dyslexic students about math in their environment.
The book is a free download but is copyrighted and only meant for personal and educational use. You can find it with this link:FAMILY MATH FUN PDF
A sample activity:
SETTING THE DISHES OUT
Maybe you’re handling the plates, and a little one can
help with the forks and knives and spoons. Very little ones
won’t count at all.
You might ask, how many plates do we need? One for
grandma, 1 for grandpa, 1 for brother, 1 for sister, and so
on, pulling out a plate as you say each name. Then, how
many forks? Let the little one get out a fork for each
person as you name them again. Then, how many knives? The
little one can pick out a knife for each name, again.
As they begin to count things, you could first count: How
many people for supper? Name and count each one.Let’s say
7, for example. You count out 7 plates. Then ask, how many
forks? You may have to count the people again, or maybe
count the plates, or maybe the kid will remember. Let the
kid count out the forks.
Again, how many knives? Let the kid count out the
knives. In any case, while everybody is eating, you’ll get
a chance to check that everybody has a fork and knife and
plate, and congratulate yourselves on the counting.’
For more ideas on understanding how Dyslexics perceive mathematical concepts and how to teach these skills we suggest ordering our books:“Dyslexia or Being Right-brained”
or “How the Right Brain Learns”