[senco-forum] help for a pupil recognising numbers

I am so sceptical about the efficacy of some of these practices... Does

Which are the practices about which you are so sceptical Maggie?  Are we to 
take it that your scepticism about their usefulness is based simply on the 
absence of peer-reviewed research?

Biff
----- Original Message ----- 
From: "Maggie Downie" <maizie2004 at yahoo.co.uk>
To: "Mary Kelly" <mary.kelly4 at ntlworld.com>; "'WrayJanice Wray'" 
<jwwray14 at hotmail.com>; "'senco forum'" <senco-forum at lists.becta.org.uk>
Sent: Saturday, February 16, 2008 1:27 PM
Subject: RE: [senco-forum] help for a pupil recognising numbers - 
notdyscalculic

>I am so sceptical about the efficacy of some of these practices...  Does 
>anyone have references to any peer reviewed studies which confirm their 
>utility?
>
> Maggie
>
> Mary Kelly <mary.kelly4 at ntlworld.com> wrote: Hi Janice,
>
> This is the advice that Philippa offered when I asked a similar question a
> while back:
> "Techniques used for writing letters should work just as well with writing
> numerals:
>
> use wooden letters from John Lawrence so that the orientation is learned
> kinaesthetically
>
> The pupil lays out numbers 1-10.  You can see which ones they
> reverse/invert.
>
> Find a wooden numeral in a cloth bag and id it without looking at it.
>
> Get them to write the numbers in a salt tray (one of those water catching
> trays from an oblong plant pot does the trick and is cheap).
>
> Make numerals out of playdoh sausages.  Check against wooden numerals or a
> printed flashcard or a printed number  line.
>
> write over yours.
>
> sky write (write an imaginary numeral n the air)
>
> write on someone's hand/back etc
>
> trace with tracing paper
>
> write in different mediums: vertical chalkboard gives best sensory 
> feedback
> according to an OT
>
> use the foldover technique - you write a number and say it.  Then fold the
> paper down and the pupil does the same in the space underneath.  S/he then
> opens the paper up to check if the number is formed correctly.  and 
> refolds
> and rewrites in space underneath - etc etc.
>
> Pace it to the pupil's learning speed.
>
> Be aware of blocks to learning:
>
> I read about a teenage student who just had not been able to write his
> letters correctly, no matter how hard his teachers had tried to help him.
> In the end someone said please swim them in the pool.  He did and came 
> back
> and wrote them correctly.
>
> which comes back to sensory integration and the references I posted in my
> previous mail.  Here's another case history:
>
> I had a student who was diagnosed as fitting the criteria for dyslexia. 
> His
> verbal IQ was at the 60th percentile.  his performance was at the 10th. 
> His
> statement/ep assessment from the USA recommended, amongst other things:
>
> Speech and language therapy
> occupational therapy
> literacy support (he could not read or write at all - he was entering our
> Year 2).
>
> The parents signed him up for SALT, OT and dyslexia teaching at our 
> request.
> We also had a shadow with him all the time as his processing speed was so
> slow that when the teacher said "Girls please go the toilet." he stood up 
> to
> go too.  SALT, OT, class teacher, shadow and us in the dyslexia unit
> liaised.  The shadow sat in on all my lessons.  He became, slowly, oh so
> slowly but steadily and surely a reader and a writer.  By Y4 he had come 
> on
> miles from his previous assessment, but was still trailing his peers.  He
> left us to go to a specialist dyslexia school in Key Stage 2 and on a 
> visit
> back to me read our children's stories off our display board to me with
> fluency.  He was bright in my lessons if it did not involve reading and
> writing - for example, we were looking at i for igloo.  We looked igloos 
> up
> on the web as he did not know what they were.  Once he had the concept
> however he wanted to know how people kept warm, how they made fires and if
> they lived in all that ice and snow how did they START the fire.  The 
> latter
> question had never occurred to me!
>
> He could not visualise shapes at all when we started.  He could not cross
> the midline.  His OT covered bilateral integration and sensory integration
> and we got a boy from that who we could teach.  The SALT advised to only 
> do
> one letter a week - sound, shape etc.  so we did each letter intensively,
> one letter per week.  He tried to use some avoidance strategies in our
> lessons but with heaps of positive reinforcement he survived his
> underachievement and is now a wonderful young man who can.
>
> Hope that helps."
>
> I hope so too,
> Mary
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of WrayJanice 
> Wray
> Sent: 15 February 2008 21:17
> To: senco forum
> Subject: [senco-forum] help for a pupil recognising numbers - not
> dyscalculic
>
> This boy isn't dyscalculic - maths average for his age - but he has 
> trouble
> recognising numbers - constantly checking that he has written the right 
> ones
> down from  a book or schedule, any ideas how I can help ?????
> Janice
>
> Janice Wray
>
> Secondary SENCO, Herts
>
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