Three questions provide the structure of the book: What are the specific learning characteristics of children with language difficulties? What are the critical points where such characteristics lead to difficulties in the mathematical syllabus? What can be done about them?The book is in two parts. Part One raises the problems, looks at research and suggests methods. Part Two picks up some of the methods and describes them in detail for the practitioner wanting to try them.
--This text refers to an alternate
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Three questions provide the structure of the book: What are the specific learning characteristics of children with language difficulties? What are the critical points where such characteristics lead to difficulties in the mathematical syllabus? What can be done about them?The book is in two parts. Part One raises the problems, looks at research and suggests methods. Part Two picks up some of the methods and describes them in detail for the practitioner wanting to try them.
--This text refers to an alternate
Paperback
edition.
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
10
books
cite this book:
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- Dyscalculia Guidance: Helping Pupils with Specific Learning Difficulties in Maths by Brian Butterworth in Back Matter (1), and Back Matter (2)
- Mathematics for Dyslexics: Including Dyscalculia by Steve Chinn in Back Matter (1), and Back Matter (2)
- Teaching Maths to Pupils with Different Learning Styles by Tandi Clausen-May in Back Matter
- Dyslexia and Maths by Julie Kay in Back Matter
- Dyslexia, Speech and Language: A Practitioner's Handbook (Dyslexia Series (Whurr)) by Margaret J. Snowling on page 166
See all 10 books citing this book
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